10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
215-2678 West Broadway, Vancouver, British Columbia, V6K 2G3, CanadaIndirect Support:
10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
215-2678 West Broadway, Vancouver, British Columbia, V6K 2G3, Canada
5,691.5 km
7,663.2 km
2007
2016
150
128
Nursery/Toddler to SK
K to 9
Coed
Coed
Day
Day
English
English
Academic
Progressive
15 to 24
16
Learning
In-class adaptations
In-class adaptations
$16,400 to $17,400
$25,092 to $32,607
No
No
0%
0%
None
None
$0
$0
38
13
0%
0%
100%
50%
Nursery/Toddler, Preschool, JK, SK
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
information not available
information not available
Rolling
Rolling
Not available
Not available
No
Yes: grades K - 9
No
No
information not available
information not available
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 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.
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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
"...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
"We’ve created our own parent social committee at Pear Tree, and I’ve seen the school support us at every step."
Gabriela Passano - Parent (May 26, 2025)
We’ve found Pear Tree to be a great choice for our son. The level of personalization achieved with... 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."
"Your child won't just study subjects at Pear Tree School — they'll learn through real-world themes that connect math, science, writing, and more into one hands-on experience. That's The Pear Tree Method: a proprietary K–9 curriculum, fully mapped to BC Ministry standards, running in Vancouver since 2016. Students leave with more than grades. They leave with curated portfolios, verified skills, and proof of what they can do. BC-certified. Independently inspected. Kitsilano, Vancouver."
"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."
"Most schools organize learning by subject. At Pear Tree, subjects organize around themes.
Math, science, writing, and social studies connect inside one real-world project. Students don't switch gears between periods — they go deeper into the same problem from different angles. That's The Pear Tree Method: a proprietary K–9 curriculum with 74 designed themes, every one mapped to BC Ministry standards.
Every teacher holds a Master's degree. Classes cap at 16 students. And students don't just complete the curriculum — they build portfolios documenting what they've actually learned. By graduation they have verified skills and a record of real work, not just a report card."
"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."
"Choosing Pear Tree School means choosing a fundamentally different model. Here's what that costs — and what it buys.
We trade isolated subjects for integrated themes. Your child won't have a math period and a writing period. They'll have a theme — and math, writing, and science will serve it. Some parents find this unfamiliar at first. Students find it impossible to forget.
We trade test scores for portfolio evidence. Assessment is built on what students produce and can defend, not timed performance.
Report cards look different here. What graduates take with them looks different too.
We trade survey coverage for genuine depth. Every theme goes deep. We don't race through content to tick boxes.
If you want a school that feels familiar from the outside, Pear Tree may not be the right fit.
If you want one your child will still be talking about at 25, book a tour."
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
2025/26 - Launch of Middle School Annex (expansion to grades 8-9)"
"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."
"Pear Tree School is the right fit for kids who want to know why — not just what. Students who thrive here are the ones who get absorbed in a problem, make connections across subjects, and want to show what they've built.
It's not the right school for every family. If your priority is a conventional report card and a familiar school structure, we're probably not your best match. We'll tell you that upfront.
The families who love Pear Tree tend to share one belief: that a child who can think across subjects, work with others, and defend their ideas is better prepared for adult life than one who memorised the right answers.
They want proof their child is learning — not just grades that say so.
If that sounds like you, the next step is a tour. Come see a theme in action."
"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."
"Pear Tree School isn't the right fit for every family — and we'd rather tell you that upfront than waste your time.
If you want a school where success is measured by test scores and class rank, this isn't it. We don't run that race.
If you want a familiar structure — separate subjects, traditional homework, conventional report cards — Pear Tree will feel different in ways that may not suit you.
If your priority is brand-name prestige or a school that markets itself as an Ivy League pipeline, we're not that school either.
What we are: a school where your child builds real things, connects ideas across subjects, and graduates with a portfolio of verified work.
If that's not what you're looking for, we genuinely respect that — and we'll tell you so on your first call."
Information not available
"Families who choose Pear Tree School usually say the same thing after their tour: "I've never seen kids talk about their work like that."
That's The Pear Tree Method in action. Subjects don't exist in isolation here — they connect inside real-world themes. A child studying urban planning isn't just doing geography. They're doing math, writing, research, and design at the same time.
Every teacher holds a Master's degree. Classes stay at 16 students. And every child graduates with a curated portfolio — documented proof of what they've learned, not just a grade that says so.
Families also choose us because we're honest about fit. We don't take every applicant. That selectivity protects the culture that makes the method work."
"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."
"Pear Tree School is known in Vancouver as the school where subjects connect.
Parents who've toured describe it as unlike anything they expected — kids who can explain their work, classrooms built around projects rather than periods, and teachers who know every student by name.
In the broader education community, Pear Tree is recognised for The Pear Tree Method: a proprietary K–9 curriculum with 74 designed themes, fully mapped to BC Ministry standards. It's an approach built from the ground up — not borrowed from another model.
The reputation that matters most: graduates who can think across subjects, defend their ideas, and show what they've built."
"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."
"Parents often notice the themes. What they underestimate is the architecture behind them.
Every theme at Pear Tree is built from a proprietary curriculum document that maps each project to specific BC Ministry learning outcomes. This isn't creative teaching that hopes to cover the standards. It's a designed system where the creativity and the rigour are the same thing.
74 of these themes run across K–9. Every one has been built, tested, and refined. That's not something a good teacher improvises. It's what makes The Pear Tree Method a method — not just a philosophy."
"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."
"Most parents arrive expecting an alternative school. They leave surprised by just how rigorous Pear Tree is.
The themes look creative from the outside. Inside, students are doing real math, writing research reports, building physical models, and presenting their work to adults who ask hard questions. The bar is high. Kids rise to meet it — because the work is worth doing.
The other thing that surprises families: how much their child talks about school at home. Not about what happened socially — about what they're building, what they figured out, what comes next."
"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."
"Grade 8–9 launch: Pear Tree expanded to secondary in 2025/26, with a dedicated suite at our Kitsilano campus. Grade 9 follows in September 2026.
Standardised systems: We've built and implemented school-wide checklists, processes, and curriculum documentation to ensure The Pear Tree Method delivers consistently across every class and grade — not just in the hands of exceptional individual teachers.
Teacher recruitment: Our hiring and pre-service training process has been significantly strengthened. Every teacher holds a Master's degree and is trained in the method before entering a classroom.
Parent communication: Mid-term report cards and expanded parent workshops now give families more visibility into their child's progress throughout the year."
"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."
"Pear Tree School is mid-expansion — and the roadmap is concrete.
Grade 9 launches September 2026, completing our middle school offering. Grades 10, 11, and 12 follow in consecutive years, making Pear Tree a full K–12 school by 2029. Every high school grade will run The Pear Tree Method to completion — culminating in curated portfolios, work placements, employer references, and recorded defense presentations.
Beyond the high school build-out: additional K–7 campuses across Vancouver are in planning, and a dedicated secondary facility is part of the long-term vision.
Families enrolling now are joining a school at an inflection point — established enough to be proven, growing fast enough that their child will help define what it becomes."
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.
A 'good school' isn't good enough.
The traditional model places students in rows, switches subjects every 45 minutes, and measures success with a test score. Math is math. Science is science. They never meet. Students learn to perform knowledge, not apply it.
That's not how learning actually works.
At Pear Tree School, subjects connect inside real-world themes. A student studying urban planning is doing math, writing, science, and social studies — at the same time, in the same project. The work is real. The challenge is genuine. The result is a child who can think across disciplines and show what they've built.
That's The Pear Tree Method. It's been running in Vancouver since 2016. It's Ministry-certified, Master's-taught, and designed from the ground up — not borrowed from another model.
I invite you to come and see it in action. Not a staged demonstration. A real school day.
Alexis Birner, 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
At Pear Tree School, the curriculum is built around themes — not subjects. Math, science, writing, and social studies connect inside one real-world project. Students don't switch gears between periods; they go deeper into the same problem from different angles. This is The Pear Tree Method: a proprietary K–9 curriculum with 74 designed themes, every one mapped to BC Ministry learning standards. It's not creative teaching that hopes to cover the outcomes. The creativity and the rigour are the same thing. Every teacher holds a Master's degree. Classes cap at 16 students. Physical education runs one hour daily — including martial arts, swimming, yoga, and ice skating. A hot lunch program prepared by a Red Seal chef runs five days a week. Students graduate with curated portfolios documenting what they've actually built — not just a report card that says they were there.
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.
Math at Pear Tree School is a skills-based subject — but skills only stick when they mean something. So math lives inside themes. Students calculate real quantities, analyse real data, and apply financial literacy to real scenarios — not textbook problems invented to practise a method. We use an equal balance of traditional and discovery approaches. Students learn procedures and algorithms, and they understand why those procedures work — because they've already encountered the problem the procedure solves.
- 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)
No textbooks. All math is taught in context, which means the numbers are real and the challenge is genuine.
Calculators are used as tools, not shortcuts — students are expected to know whether the output makes sense before they accept it.
Balanced Literacy
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.
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.
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
Reading at Pear Tree School is built into every theme. Students don't read to practise reading — they read because the theme demands it. Every theme draws on both fiction and non-fiction texts. Students encounter technical vocabulary specific to what they're studying, which pushes their reading range well beyond high-frequency word lists. Phonics instruction is explicit and systematic in the early grades. As students develop fluency, the focus shifts to comprehension, inference, and reading for meaning across subject areas.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Formal reading assessments run at the start of every term to track progress and identify gaps early.
Equal balance
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.
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.
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
Writing at Pear Tree School always has an audience and a purpose. Students write research reports, explanations, narratives, and proposals — because the theme requires it, not because writing was scheduled for Tuesday. Grammar and sentence construction are taught explicitly, then applied immediately inside real writing tasks. Students draft, receive feedback, and revise. The standard is what the work requires — not what's typical for the grade. Because writing is embedded in themes, students write across subject areas every week. A student studying urban planning writes a proposal. A student studying ecosystems writes a field report. By the time they reach middle school, writing is a tool they reach for — not a subject they endure.
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 –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 at Pear Tree is something students do, not something they're told about. Every theme that touches science involves hands-on investigation — forming hypotheses, running experiments, and drawing conclusions from real results. Science topics are woven into themes rather than taught as a standalone subject. A theme on ecosystems means students are doing biology and ecology. A theme on structures means physics. Cooking and food science run throughout the school — and at the senior grades, this extends into molecular gastronomy. At least half of Pear Tree's 74 curriculum themes draw directly from science topics. By the time students reach middle school, they've worked across biology, chemistry, ecology, geology, meteorology, physics, physiology, and zoology — not as separate units, but as connected ideas inside real projects.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
At Pear Tree School, literature is chosen to serve the theme — not the other way around. Students read fiction and non-fiction, picture books and novels, poetry and primary sources. The selection is driven by what the theme demands and what will genuinely challenge the reader. Critical literacy is built into every text. Students don't just decode what a text says — they examine why it was written, who it serves, and what it assumes. This develops the kind of reading that transfers across subjects and into adult life. Literature spans Canadian, American, European, World, English, and Ancient texts across the grades — giving students a broad range of voices and contexts without sacrificing depth.
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 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.
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.
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.
Social studies at Pear Tree School follows the BC curriculum's expanding communities structure — starting with the student's immediate world and broadening outward through the grades. But the themes make it concrete in ways a standard curriculum rarely does. A K–1 student studying community isn't reading about neighbourhoods in a textbook. They're building one — mapping it, researching it, presenting what they found. By middle school, students are examining global systems, historical events, and civic structures through the lens of themes that connect geography, history, and current events into one coherent project. Social studies at PT is never studied in isolation. It connects to math, writing, and science inside every theme — which means students understand the world as an interconnected system, not a series of separate subjects on a timetable.
Pragmatism
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
At Grades 7 and up, humanities and social sciences at Pear Tree School become the framework through which students understand how the world works — historically, economically, geographically, and politically. Themes at this level connect these disciplines into one coherent project rather than separate courses. Students don't write essays about history to demonstrate recall. They research, argue, and present — because the theme requires a position, not just a summary. Critical thinking and real-world application are the standard, not enrichment extras. The BC curriculum provides the outcomes. The Pear Tree Method provides the context that makes those outcomes stick.
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 instruction begins in Grade 2 and runs through the school. Language is taught as a cultural construct, not a grammatical one — students learn French in context, through authentic texts, conversation, and cultural study. The goal is functional communication and cultural fluency, not textbook conjugation. Students who understand why a language works the way it does retain it. Students who memorise verb tables don't.
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.
Fine arts at Pear Tree School are woven into themes rather than scheduled as a separate subject. Students make art because the theme calls for it — a visual presentation, a performance, a designed object. This means art always has an audience and a purpose. Specialist instructors support classroom teachers across acting, dance, drama, graphic design, music, and visual arts. The goal is students who use creative skills as tools — not students who perform creativity on cue and forget it the moment the class ends.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Technology at Pear Tree School is a tool, not a subject. Students use it when the theme demands it — for research, design, data analysis, presentation, and creation. The goal is purposeful digital literacy, not screen time for its own sake. In the early grades, technology plays a supporting role. As students move into middle school, it becomes a primary tool for documenting and presenting their work. Computer science, robotics, and web design are offered as the curriculum develops. Pear Tree's Principal holds an Apple Distinguished Educator (ADE) designation — a competitive, application-based credential recognising innovative use of technology in education. That expertise informs how technology is integrated across the school.
Web design
Robotics
Computer science
Yoga, Music and Movement, Extra Curricular activities such as Karate, Stretch and Grow, Dance, and various fitness programs.
Physical education at Pear Tree School runs one hour every day — not as a break from learning, but as part of it. Activities include martial arts, swimming, yoga, ice skating, team sports, and solo pursuits across the year. The programme develops physical literacy alongside self-discipline, goal-setting, and resilience. Students learn to push themselves, recover from setbacks, and work with others under pressure — skills that transfer directly into academic work. PE also connects to the curriculum. Physiology, nutrition, psychology, and strategy are studied through sport. A student who understands how their body works performs better in the classroom — and understands why. One hour daily is non-negotiable at Pear Tree. It is not reduced for academic pressure, special events, or scheduling convenience.
Academic
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.
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.
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.
Kindergarten at Pear Tree School is where The Pear Tree Method begins. From day one, children learn through hands-on themes that connect early literacy, numeracy, and discovery into one experience — not separate lessons on separate subjects. Classes cap at 16 students. Every teacher holds a Master's degree. The classroom is structured and purposeful, but the work feels like building, making, and figuring things out — because it is. Children leave K–1 able to read, count, collaborate, and explain their thinking. They also leave with their first portfolio entry — documented proof of what they learned, not just a note that they attended.
Student-paced
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 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.
Combined grade classes mean students learn alongside peers at different stages — which raises the floor and stretches the ceiling. A Grade 2 student working at Grade 3 depth isn't an exception here. It's the expected outcome of the method.
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.
Pear Tree School sets high standards — not through tests and rankings, but through the quality of work students are expected to produce. Every theme has a real outcome: something built, written, researched, or presented to an audience. The bar is what the work requires, not what the grade curve allows. Masters-qualified teachers know the difference between a student who is stuck and one who is coasting. Neither is acceptable. Students are challenged to their actual ceiling — not managed to a comfortable average.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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.
Pear Tree School aims to graduate students who are intellectually capable, emotionally grounded, physically active, and socially aware — not because we treat these as separate programmes, but because The Pear Tree Method develops all of them through the same work. A student who builds a real project, presents it to an audience, defends their decisions, and iterates based on feedback is developing intellectually, emotionally, and socially at the same time. That's not a philosophy. That's what the method produces. The graduate we're building can think across subjects, work with others, handle challenge, and show what they've learned. That's the whole point.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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| Developmental | ||||
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Pear Tree School welcomes a wide range of learners. The method — hands-on, project-based, theme-driven — suits students who think differently, get bored easily, or struggle to engage with traditional instruction. Many of our strongest students arrived from schools where they were underperforming. We provide accommodations and modifications for students with mild clinically diagnosed learning disabilities and ADHD. We do not have in-house specialists for occupational therapy, psychotherapy, or speech-language support — families requiring those services would need to arrange them externally. PT does not receive government special needs funding. Any intensive in-class support beyond standard accommodations would need to be arranged and funded by the family. If you have questions about whether Pear Tree is the right fit for your child's specific needs, contact us before applying. We would rather have an honest conversation early than the wrong outcome later.
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.
Pear Tree School does not have specialist learning support staff and does not qualify for special needs funding. We are transparent about this upfront. What we do offer is a method that naturally accommodates a wide range of learners — small classes of 16, hands-on projects, multiple ways to demonstrate understanding, and teachers who know every student individually. Students who struggle in traditional settings often thrive here precisely because the work is meaningful and varied. That said, students with significant needs in literacy, executive functioning, or collaborative skills may find the method's demands challenging. If a family is considering PT for a child with a clinical diagnosis, we recommend an honest conversation before applying.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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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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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
100%
50%
Nursery/Toddler, Preschool, JK, SK
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
Rolling
Rolling
Not available
Not available
No
Yes: grades K - 9
No
No
No
No
No
Yes: grades K - 9
No
Yes: grades 5 - 9
No
No
Pear Tree School works best for students who want to know why — not just what. Kids who get absorbed in a problem. Kids who like making things, figuring things out, and showing what they've built. You don't need a "gifted" child. You need a child who can engage. The method demands curiosity, persistence, and a willingness to work with others. Students who arrive expecting to sit quietly and receive information find the adjustment real. The students who thrive here tend to share a few traits: they ask questions, they don't give up easily, and they care about doing good work — not just finished work. They're often the kids who were bored, frustrated, or underestimated elsewhere. Families matter too. PT works best when parents believe that how a child learns is as important as what they learn — and when they're genuinely curious about the method, not just looking for a smaller class size. Our admissions process is designed to surface fit, not just ability. Stage 1 takes three minutes. The assessment and interview that follow tell us what we actually need to know: whether your child and PT are right for each other. We'd rather tell you it's not a fit early than discover it after enrolment.
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.
Visit our Website for up-to-date information about our Admissions process [link]:
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