10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
4175 West 29th Avenue, Vancouver, British Columbia, V6S 1V1, CanadaIndirect Support:
10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
4175 West 29th Avenue, Vancouver, British Columbia, V6S 1V1, Canada
5,691.5 km
7,665.0 km
2007
1930
150
1202
Nursery/Toddler to SK
K to 12
Coed
Boys
Day
Boarding, Day
English
English
Academic
Traditional
15 to 24
18 to 22
Learning
In-class adaptations
$16,400 to $17,400
$33,300 to $34,300
$70,000 to $94,800
No
Yes
0%
8%
None
4 to 12
$0
$17,500
38
92
0%
7%
100%
0%
Nursery/Toddler, Preschool, JK, SK
information not available
information not available
information not available
Rolling
Not available
Not available
Feb 01, 2019
No
Yes: grades 1 - 12
No
Yes: grades 4 - 12
information not available
“In short, the school wants to shape not just the boys who attend, or even the local community, but the world we live in.”
“Teachers at St. George’s quote the common saying in academics: They aren’t teaching math; they’re teaching students. And the school doesn’t just say it—it is baked into St. George’s infrastructure.”
“The school’s approach to learning is holistic to ensure a well-rounded experience.”
Read The Our Kids Review of St. George's 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 reportDriven by the mission of educating young men who become impactful leaders and community partners, St. George’s School maintains a strong and lively academic culture, enriched with experiential opportunities and a significant number of Advanced Placement (AP) courses. The school's motto, "Building fine young men. One boy at a time," reflects its dedication to individualized attention and holistic development. The school's environment integrates modern, eco-friendly facilities with a focus on natural light and fresh air ventilation. Co-curricular programs are diverse and mandatory, encouraging students to explore various interests, from sports to arts. The boarding program helps to maintain a close-knit community, with activities that leverage Vancouver's local amenities. Boarding students, alongside over a dozen house parents, participate in weekend activities and overnight trips, promoting a sense of extended family. St. George's School aims to shape confident, capable, and compassionate young men who are well-prepared to make meaningful contributions to the world.
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
"One of my favourite aspects of St. George's is the community we have."
Matthew O'Leary - Student (Dec 18, 2024)
I love everything about St. George's School. As a lifer, which means I've been at Saints for all 12 ... View full review
"They truly create an environment where students feel supported academically, socially, and personally."
Timothy Trinh - Student (Jan 06, 2025)
My experience at St. George's School has been amazing, and I truly feel like I couldn't have asked f... View full review
"At St. George’s, the academic work feels well-balanced, challenging us without overwhelming us."
Ziming Wang - Student (Jan 06, 2025)
Joining St. George’s in Grade 7, I’ve had the privilege of experiencing the unique and supportiv... 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."
"Founded in 1930, St. George's School is a world-class boys school in Vancouver offering a Day Program for students in Grades KG–12 and a Boarding Program for students in Grades 8–12. With a strong emphasis in character development, the school is known for its breadth and depth of curriculum, with over 50 academic electives (25 APs), 40 athletic options, and 50 clubs. A dedicated guidance department ensures that each year, 100% of the graduates are accepted to universities around the world."
"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."
"St. George’s School knows boys. For nearly 100 years, we have focused our efforts on building the best learning environment for boys to excel both academically and socially. This focus is evident in our teaching and learning approaches that recognize the different ways that boys learn, with emphasis on role models, active movement, and character development.
In addition, our reputation and history connects our students to a network of mentors and alumni throughout the city and the world that ensures a strong foundation of brotherhood and belonging.
Finally, thanks to our considerable resources in course options, athletic, and co-curricular experience, we provide an education that is uniquely tailored to each student and a commitment to future-readiness as a modern boys’ school."
"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."
"At St. George’s School, we prioritize collective experiences. We foster a community enriched through shared adventures and discoveries. All students contribute to Arts Week, grade-wide Outdoor Education Trips, and are committed to co-curriculars extending beyond the traditional school day. Personalization requests, like missing parts of the school day, school calendar, or seeking exemptions from community-based activities aren't supported. Even our flagship Varsity sports operate for two out of three terms. This allows athletes time during the ‘off-season’ for self-discovery in new areas. Families enrolling at St. George’s School share a deep belief in the transformative power of collective experiences for boys."
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"The identity of St. George’s School has evolved through several key moments. All of them, however, are rooted in the school’s founding vision in 1930, and the core mission of character-based, all-boys education in the heart of Vancouver. In 1979, the Junior School campus, with its heritage architecture, was added. The school has provided boarding for Gr.8-12 since inception, and this expands the school's global reach and builds diverse perspectives and enriches student life. More recently, the development of a bold 10-year strategic plan and the construction of new state-of-the-art Senior School buildings represent a renewed commitment to innovation, accessibility, and future-readiness, which ensures the school evolves while remaining connected to its founding values."
"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."
"Students who thrive at St.George’s School are those who embody our Core Values: Empathy, Humility, Integrity, Respect, Responsibility, and Resilience.
Boys who are a good match for the school are those who are collaborative and able to work effectively in teams. Creativity is highly valued, so students who are original thinkers and can adapt to various situations thrive in our environment. Additionally, we look for inquisitive minds — students who are curious and eager to explore knowledge deeply and critically. A sense of courage is also essential; we want students who are ready to take on challenges and approach obstacles with resilience and determination.
All things considered, a good fit for our school is a boy who is ready to make a positive impact and possesses the qualities of collaboration, creativity, curiosity, and courage."
"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."
"One of the many strengths of St. George’s School lies in our breadth of program and the vast array of opportunities that we offer our students. For this reason, a family who is considering our school for a singular or very specific reason may not find what they are looking for. A student who is highly specialized in a sport or program that we do not offer may struggle to connect. We have high expectations of our students to try their best not only in their academics, but also in the larger School community. A successful student at St. George’s School is open to experiencing all that we have to offer, and who is willing to take risks, try new things, and explore. Students who participate and engage in our programming will also find a sense of belonging here quickly. Families who have expectations around routinely pulling their son away from the school day for commitments outside of St. George’s School may find that challenging."
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"Families choose St. George’s School because of the school’s holistic commitment to excellence, which includes the academic, personal, and social domains. Parents are drawn to the individualized attention each boy receives, the strength of the school's character education, and the breadth of co-curricular options. The school’s long-standing reputation, global alumni network, and modern yet grounded approach to boys’ education further make it a compelling choice. Many families mention the strong sense of community, high levels of care from staff, and the school’s efforts to make boys feel seen, known, and valued. For boarding families, the urban location within Vancouver, alongside the warmth of the residential program, is a particular draw."
"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."
"When people think of St. George’s School, they often think of boys in uniform. They might picture our castle school, and they are likely aware of the high standards we hold for all that we do, from admissions to academics.
As the only non-denominational all-boys independent school in Vancouver, in operation for nearly 100 years, the school has a reputation of tradition and prestige. It is known for its location on the westside of the city, near the picturesque forest of Pacific Spirit Park, and down the street from UBC. With this history and place in the city, we know that it also comes with some stereotypes: that the School is exclusive and impossible to get into. The reality is that St. George’s is striving to be a destination for students from all corners of Vancouver, with extensive Financial Assistance, and an admission process that is welcoming and inclusive. We hope for the next 100 years, Saints will continue to be known as the best destination for boys in Vancouver."
"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."
"One underappreciated aspect of St. George’s School is the depth of its mentorship model. Going beyond formal advising and counselling, every student is deeply known by multiple educators across teaching, coaching, and co-curricular contexts. This level of relational care, combined with a culture that encourages openness, creates an environment where boys feel safe to be themselves, take risks, and thrive. While the school is often recognized for its academic and athletic excellence, it is this web of intentional relationships that most deeply supports boys through their formative years."
"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."
"Families are often surprised by how warm, expressive, and emotionally mature the students are. In a single day, you might see boys in uniform playing rugby and then enthusiastically working on pottery or performing in a jazz band. The absence of gendered expectations allows boys to explore interests more freely and form deeper friendships. Another surprise is how tradition coexists with innovation: from Remembrance Day ceremonies in a historic chapel to hands-on projects in cutting-edge learning spaces. And despite the school’s reputation, many families are surprised by how welcoming and down-to-earth the community feels."
"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."
"Recognizing the challenges that adolescents, are facing in a rapidly changing and complex society, St. George’s School is re-doubling its efforts to focus on values and character development — values such as resiliency and responsibility are more important now than ever before.
Ensuring that students have a wide range of activities to express themselves and build their identity has been a focus for the school for the past several years. Whether this has been through increasing the number of sports activities or the range of clubs, the school is determined to have the largest Co-Curricular program in the city.
Finally, the accessibility of the school continues to be a focus for the school, an example of this is the school’s commitment to providing expanded financial support. Now all entry grades, with the exception of Kindergarten, are eligible to apply for financial assistance."
"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."
"It is an exciting time at St. George’s School. In the coming years, we are excited to continue evolving and enhancing our educational experience guided by our Mission of “Building Fine Young Men, One Boy At A Time”, and the goals outlined in our Strategic Plan.
We’re extending learning beyond our campus through bold partnerships in our city and beyond. These collaborations will offer students unique, hands-on learning experiences that connect them with the broader community and global issues.
Our focus on stewardship means we’ll foster a diverse and inclusive community, helping students appreciate different perspectives. We aim to lead in boys' education by promoting sustainability, innovation, belonging, and future-readiness.
Finally, our new state-of-the-art senior school buildings opening in 2024 will reflect our commitment to excellence. These modern spaces will provide an inspiring learning environment."
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.
Building Fine Young Men... One Boy at a Time.
I am really glad that you are taking the time to find out about our School. It’s a community we care deeply about and an environment we believe our boys thrive in.
I’d value the opportunity to share two foundational pillars of our School through which I believe you will have the best chance to understand the essence of Saints.
Firstly, I’d like to share our Mission; it’s our purpose, it’s what drives us. It is contained in two short phrases:
Building Fine Young Men... One Boy at a Time.
Building Fine Young Men... The first phrase reflects the truth that we are involved in future-facing work. We are passionately committed to the difficult but vital endeavour of nurturing, over time, a graduate who has the nuanced attributes to step into an increasingly complex world as a good man, a man ready, a man able to succeed excellently in his chosen arena, and a man who holds a foundational responsibility to contribute to and uphold his communities and his society. Our world desperately needs fine young men, and we are resolute in our desire to support each of our boys in his journey towards manhood.
One Boy at a Time. The second sentence reflects our understanding that each boy is wonderfully unique, that each boy holds a series of identities, histories, interests, strengths, fears, and hopes that are specific only to him. To allow each unique boy the very best chance to uncover his fullest potential requires him to first feel that he belongs and secondly to know that he is surrounded by trusted relationships with people who seek to understand and care for him. It is our belief that when a school community has relationships at its centre, a boy can find his personal confidence: confidence to try, fail, try again, and, over time, explore and develop into his own actualized version of a fine young man. It is tender work. There are infinite ways to be a boy, and we celebrate and support them all. All boys can find their path at St. George’s, where a beautifully diverse array of good men can grow. It is what our world urgently requires.
Take a closer look. Come and visit St. George’s School! We look forward to welcoming you to our community.
Best wishes,
David Young
Head of School
Sine Timore aut Favore (Without Fear or Favour)
Traditional
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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St. George's School is Canada’s World School For Boys: There is compelling research evidence to suggest boys and girls learn differently. We are a school that focuses on the specific needs of boys while ensuring that each of our students has a global mindset. St. George's School is Committed to Authentic Learning: Using approaches like Harkness and project-based-learning, our students are consistently shown how to apply learning in real life, problem-solving contexts as they seek authentic connections between their curricular and real world problems. Our Boarders Benefit from an Urban Boarding Program: Being a boarder at St. George’s does not mean being isolated. Our boarders, who come from 20+ countries worldwide, interact with over 750 local day-students while they enjoy all of what Vancouver has to offer — whether urban, cultural, or outdoor. Our Boys Lead from Within: Guided by our six core values - Integrity, Humility, Resilience, Empathy, Respect, and Responsibility - our students lead from within in a school where every boy is known, loved, engaged, and achieving.
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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.
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- 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)
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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.
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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
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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.
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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
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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.
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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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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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.
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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.
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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.
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At YMS, we offer daily French classes which are both interactive and educational.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Web design
Robotics
Computer science
Yoga, Music and Movement, Extra Curricular activities such as Karate, Stretch and Grow, Dance, and various fitness programs.
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Montessori
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.
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.
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.
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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.
At the Grade 10 Level, students choose our optional theme-based Majors called “cohort programs” that transcend multiple disciplines including: Science and Technology and Outdoor Education.
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.
Our mission is Building Fine Young Men. One Boy at a Time. At St. George's School, every student is encouraged to explore new opportunities and take on challenges in their learning. We are a community that inspires our students to grow in mind, heart, body, and spirit. With a wide variety of courses, clubs, arts, and athletic options, students find and pursue their passions.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Information not available
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.
“Making a positive difference to your community.” That’s how we define leadership at St. George’s. Guided by our six core values - Integrity, Humility, Resilience, Empathy, Respect, and Responsibility - our students lead from within in a school where every boy is known, loved, engaged, and achieving.
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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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
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.
Information not available
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
4 - 12
0%
8%
$0
$17,500
100%
0%
Nursery/Toddler, Preschool, JK, SK
Rolling
Not available
Not available
Feb 01, 2019
No
Yes: grades 1 - 12
No
Yes: grades 4 - 12
No
Yes: grades 6 - 12
No
No
No
No
No
No
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.
Application requirements varied by grade level. For specific details for each grade, please refer to www.stgeorges.bc.ca/admissions
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