10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
371 Bloor Street West, Toronto, Ontario, M5S 2R7, CanadaIndirect Support:
10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
371 Bloor Street West, Toronto, Ontario, M5S 2R7, Canada
5,691.5 km
5,689.9 km
2007
1910
150
675
Nursery/Toddler to SK
7 to 12
Coed
Coed
Day
Day
English
English
Academic
Liberal Arts
15 to 24
20 to 22
Learning
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted school
$16,400 to $17,400
$37,500
No
Yes
0%
20%
None
7 to 12
$0
$17,250
38
113
0%
0%
100%
20%
Nursery/Toddler, Preschool, JK, SK
7, 9, 10, 11
information not available
information not available
Rolling
Dec 01, 2025
Not available
Not available
No
Yes: grades 7 - 11
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 reportUTS began its life in 1910 as a laboratory school within the University of Toronto department of education. Then, as now, it shared a building with that faculty. When it was founded the intention was that there would ultimately be more than one school, including a girls' school, as the initial enrollment was just boys. Hence the plural "schools" in the name, though there has only ever been one. UTS is remarkable for all kinds of reasons, including an alumni that includes 2 Nobel Laureates, twenty Rhodes Scholars, eleven Olympians, and three ambassadors. In the century since it was founded, UTS weathered some interesting times, including student protests in the 1960s. At one point a student presented the headmaster with a blank sheet of paper saying "this is a list of our demands." It might sound a bit silly now, but the school was at the centre of the debates that would, in time, bring some important advances to public schooling in Canada, including the abolition of matriculation exams and a 4-year secondary school program (rather than 5). Those changes, and many others, are symbolic of the school's excellence, and it remains one of the foremost schools in the country. While not a gifted school, at least in name, the ideal student is one who thrives within a challenging, brisk academic 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
"I found it very encouraging to be in a community of like-minded learners."
Janine Burtnick - Alumnus (Jul 15, 2025)
UTS is a school that selects the smartest, most passionate students in the GTA. As such, the school ... 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."
"UTS is an independent school for students in Grades 7 to 12, proudly affiliated with the University of Toronto and located in an iconic new home at the heart of its downtown campus. Our students arrive as curious, engaged young people with bold ideas, and they graduate as empowered leaders, innovative thinkers, and champions of change, ready to make a meaningful impact on the world. UTS is renowned for educating generations of outstanding graduates including two Nobel Laureates, 21 Rhodes Scholars, 55 Order of Canada recipients, and leaders in commerce, industry, academics, the arts, sports, and public service. At UTS, academic excellence is just the beginning. We ignite potential through a vibrant, inclusive, and caring community that celebrates diverse perspectives, encourages deep inquiry, and cultivates a lifelong passion for learning. And it starts from the very beginning: our admissions process is grounded in academic merit and potential, $3M in bursary support, and a strong and intentional commitment to equity, diversity, and inclusion. UTS is where bright minds from all backgrounds come together to challenge themselves, support one another, and shape the future."
"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."
"Right away you’ll notice that UTS offers something different than other schools. It’s not just our spectacular facility that blends transition with innovation, or our unique downtown location on the University of Toronto campus. It’s the students. Students take 10 courses instead of 8, allowing for deeper exploration across disciplines. Our enriched and accelerated curriculum prepares students for top universities and lifelong learning. Blending academic challenge with a supportive, student-centered environment, learning in the classroom extends into 100+ clubs, outdoor education, and real-world experiences. UTS students are curious, motivated, and eager to grow - while being supported by peers and educators who value both excellence and well-being. For students ready for the challenge, UTS is a pathway to confidence, capability, and a strong future."
"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."
"Our focus on academic rigor means we don't have the same focus on certain traditional school features like homerooms, pep rallies and uniforms. These trade-offs allow us to create time and space for intellectual exploration, student-led initiatives, and close mentorship. The pace can be challenging, but it’s carefully balanced with strong student support, individualized learning, and a culture that values curiosity and well-being. We believe that by nurturing motivated learners in a thoughtful, focused environment, we help them develop the skills and confidence they need to thrive, now and in the future."
Information not available
"Since 1910, UTS has grown through pivotal moments that continue to shape who we are. One defining moment came in the 1970s, when UTS became a co-educational school. This decision not only expanded access to our academic program, but also shaped the inclusive, collaborative culture that defines our school today.
More recently, our historic building underwent a major transformation, expanding into a six-storey, 120,000 square foot facility that blends tradition with innovation.
And in 2024, we launched a bold new strategic plan to guide our mission, which guides our mission to ignite the brightest minds to make a difference in the world. Grounded in our values and future-focused, this plan unifies our efforts to support students intellectually, socially, and ethically as they prepare to lead in an ever-changing world."
"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 UTS are intellectually curious, self-motivated, and eager to engage deeply with their learning. They’re excited by challenge, not for the sake of competition, but because they genuinely want to grow. Our pace is fast, and expectations are high, but students who succeed here are not just academically capable, they are also empathetic, reflective, and grounded in purpose.
The students who make the most of their time at UTS care about the world and their place in it. They value different perspectives and foster a culture of inclusion, where everyone feels they belong. Our school is home to many identities, and we welcome students who are open-minded, kind, and ready to learn from others.
Students and families who value academic excellence, integrity, and active participation in a community grounded in anti-racism, equity, diversity, and inclusion will find UTS a place where the whole family can flourish."
"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."
"The right fit is critical when choosing a school. We would advise families to consider other options if their child is not ready for a fast-paced, academically intensive environment that requires independence, self-direction, and resilience. Our curriculum is enriched and accelerated, and while we offer strong support through a dedicated and caring staff, students are expected to manage a demanding pace of learning with curiosity and care for others.
Equally important is the fit for families. Families are partners in our learning journey. Those seeking a more traditional or transactional school, one focused primarily on grades, rankings, uniforms, or gated routines, may not feel aligned with our values.
We are deeply committed to anti-racism, equity, diversity, and inclusion. Families who embrace those principles, and who see education as preparation for a meaningful, purposeful life, beyond the name of a university, will find a strong sense of belonging and shared purpose at UTS."
Information not available
"Families are drawn to UTS for our reputation for academic excellence, backed by a school-wide commitment to equity, diversity, and inclusion. Our school attracts engaged, curious students with ambition and ideas who aspire to have an impact on society. Families select UTS because they feel our school offers the best education and greatest opportunities within a supportive environment for their high-achieving students. The enriched and accelerated curriculum and wide array of co-curriculars allow students to deeply explore their academic and intellectual interests in the company of like-minded peers. The school’s unique affiliation with the University of Toronto and location on the St. George Campus provide students with unparalleled access to world-class resources. A robust bursary program, extensive guidance and counselling services, and emphasis on innovation, experiential learning, and global citizenship also appeal to families."
"Families choose YMS for our strong commitment to the Montessori philosophy and the exceptional academic outcomes we provide. We focus on nurturing a love of learning, critical thinking, and problem-solving skills, ensuring students are well-prepared for future academic challenges. Parents also value our open communication, which fosters collaboration and ensures that each child's unique needs are met. YMS is recognized for its academic excellence and commitment to the holistic development of students, earning a strong reputation that consistently attracts families through referrals and word of mouth. Our proven track record of academic achievement and emphasis on social and emotional growth make YMS the ideal choice for families seeking a well-rounded education."
"UTS is widely known as a school for motivated students who love to learn. In the public eye, we’re recognized for our academic rigour, accelerated curriculum, and strong outcomes: our graduates regularly attend top universities, including Ivy League schools, and our alumni include Rhodes Scholars, Nobel Laureates, Olympians and even a Marvel superhero. We’re also seen as a STEM-focused school, with a reputation for excellence in math, science, and innovation.
While that image captures part of who we are, it’s only the tip of the iceberg. Behind the reputation is a diverse, inclusive community of deep thinkers, creative problem-solvers, and students who are as committed to making a difference as they are to excelling academically. Families may come for the challenge, but they stay for the purpose, connection, and growth."
"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."
"While UTS is best known for academic excellence, especially in math, science, and research, what’s often underappreciated is the remarkable strength of our arts and athletics programs. Families may expect a deeply intellectual environment, but they’re often surprised by the level of creativity, performance, and physical skill that thrives here.
From showstopping theatre productions and award-winning music ensembles to passionate visual arts showcases and high-performing athletic teams, our students pursue excellence in all facets of learning. These programs, both classroom-based and co-curricular, are vital parts of the UTS experience, helping students build confidence, collaboration, and joy. Academic challenge is often what draws families in, and they find the creative expression of our Expressive Arts program and phenomenal Athletics program brings our school community to life."
"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 might be surprised by our extensive commitment to experiential learning – outdoor education and school trips are vital to the UTS program and provide many unforgettable memories for students. The UTS Lang Innovation Lab exemplifies this dedication, providing students with space to innovate and bring their ideas to life. UTS is also highly committed to furthering research in education, thanks to our affiliation with the University of Toronto and our research institute, the Eureka! Institute at UTS. Families may not initially realize the breadth of co-curricular opportunities we offer, from robotics and artificial intelligence to performing arts and athletics and the strong emphasis on student wellness and mental health. Lastly, our school-wide commitment to Reconciliation and sustainability efforts reflect our proactive approach to contemporary global challenges, preparing students to become informed, responsible global citizens."
"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."
"Recent changes at UTS reflect our deep commitment to academic excellence, student well-being, and community connection.
Our renewed facility—a six-storey, 120,000 sq. ft. space—supports collaborative, future-focused learning.
In 2024, we launched a new strategic plan to guide our vision and strengthen purpose across all programs.
And we’ve expanded our student support network to include over a dozen guidance counsellors, social workers, student success teachers, and a dedicated university counsellor, ensuring students are supported at every stage.
To foster strong relationships and age-appropriate guidance, we’ve also introduced dedicated Heads of Middle and Senior School. These leaders support social-emotional growth, academic engagement, and a deeper sense of belonging as students navigate key transitions.
Each change is designed to ensure every student has what they need to thrive intellectually, emotionally, and in a strong, vibrant community."
"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."
"In the next five years, UTS will continue to lead by embracing change with thoughtfulness and purpose. As part of our commitment to preparing students for an evolving world, we are prioritizing the ethical and critical use of emerging technologies. This includes the appointment of a Director of AI Integration to help embed responsible, research-based approaches into our teaching and learning.
We will expand student research opportunities and further develop curriculum that equips learners to engage with AI and other transformative tools not just as users, but as thoughtful, ethical contributors and leaders. These efforts reflect our mission to ignite the brightest minds to make a difference in the world. By anchoring innovation in inquiry, reflection, and equity, UTS will continue to offer a future-focused education that empowers students to navigate complexity with curiosity and purpose."
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.
Imagine a school where students not only act on stage but write and direct the play, where learning an instrument for the first time sparks a desire to compose and conduct, and where a commitment to environmentalism leads to a student-designed research project that is presented at an international symposium.
This is UTS, a place where the curiosity, passion and imagination of our students are transformed into higher levels of learning through the skill and dedication of our outstanding faculty.
We are a diverse, vibrant and dynamic academic community that has been nurturing young minds since 1910. Our commitment to antiracism, equity, diversity and inclusion is authentic and strong, leading to brave conversations within a culture of compassion and care that helps students grow into young leaders, ready to tackle the challenges of a rapidly changing world. Most importantly, we are a community where students and their families come together to learn, laugh and forge friendships that will last a lifetime.
I invite you to explore our website where you will find information about our challenging academic programs, exciting opportunities outside the classroom, our important research initiatives, international partnerships and our incredible community. We are a school like no other – a school where curious, innovative and high-potential students find a place to call home.
I am thrilled to serve as the 15th principal of UTS, and look forward to connecting with UTS families past, present and future!
Dr. Leanne Foster earned a Bachelor of Arts at the University of Toronto where she pursued her love of English Literature and History. She completed her Bachelor of Education and Masters of Education at the Ontario Institute for Studies in Education (OISE/UT). Dr. Foster earned her Ph.D. in Educational Administration from the University of Toronto in 2009. Her doctoral work and research focused on school improvement and educational change management.
A dedicated and experienced educator, Dr. Foster’s career in teaching has taken her from kindergarten classrooms to university lecture halls. Throughout her career, she has demonstrated a commitment to education and academic excellence.
Liberal Arts
Information not available
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Not applicable
UTS offers an enriched and accelerated curriculum designed to challenge high-achieving students and support them in becoming thoughtful, engaged citizens. Students take 10 courses per year (beyond the standard 8) allowing for greater breadth and depth across disciplines. Our program includes a wide range of AP and university-preparatory courses in the sciences, humanities, arts, and mathematics, alongside distinctive offerings in languages, social justice, and interdisciplinary studies. Learning is inquiry-driven and designed to promote critical thinking, creativity, and ethical leadership. While our academic standards are rigorous, our approach is holistic: students are supported by a robust network of counsellors, student success staff, and educators who nurture both intellectual and personal growth. The UTS experience includes over 100 co-curriculars, outdoor education, and research opportunities that connect classroom learning to real-world contexts. Grounded in our mission to ignite the brightest minds to make a difference, the curriculum reflects our core values: curiosity, purpose, and a commitment to anti-racism, equity, diversity, and inclusion.
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.
UTS mathematics education is accelerated and conceptually rigorous. Students are introduced to algebra, geometry, and data analysis earlier than typical grade-level standards. From Grade 7 onward, students are encouraged to explore mathematical reasoning through problem-solving, abstraction, and inquiry-based learning. Senior students have access to university-preparatory and AP courses as well as enriched mathematics electives, supporting competition-level thinking and applied understanding.
- 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 used for math courses.
Not applicable
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Not applicable
When it comes to Montessori education, the child will write before they will read. The child’s mind must have the capacity to isolate sounds and have the ability to visualize the symbols that correspond to a particular sound. The child progresses through the same process to acquire reading as they did to acquire the spoken language. Therefore, the child progresses through sounds, syllables, words, phrases and sentences. In the classroom the Language curriculum is broken up into five stages: - Spoken Language - Writing - Reading (Phonetics, Phonograms, Puzzle words) - Function of Words - Reading analysis
Information not available
Not applicable
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Not applicable
When it comes to Montessori education, the child will write before they will read. The child’s mind must have the capacity to isolate sounds and have the ability to visualize the symbols that correspond to a particular sound. The child progresses through the same process to acquire reading as they did to acquire the spoken language. Therefore, the child progresses through sounds, syllables, words, phrases and sentences. In the classroom the Language cur- riculum is broken up into five stages: - Spoken Language - Writing - Reading (Phonetics, Phonograms, Puzzle words) - Function of Words - Reading analysis
Information not available
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science –This portion of the curriculum contains such basic science experiments as sink & float, magnetic & non- magnetic and colour mixing. Biology– This is the most basic of introductions to such concepts as life cycles, and the parts of the human body. Zoology –Topics covered in this part of the curriculum include, but are not limited to Animals of the world, classification of animals, parts of exercises & classified cards. Botany –This part of the curriculum includes such categories such as the environment, nature, and parts of leaf, flower and tree.
Science instruction begins with an integrated approach in the younger grades, combining physics, biology, and chemistry to build foundational inquiry skills. Emphasis is placed on hands-on experimentation, observation, and critical thinking. As students progress, the sciences are taught as discrete subjects with increasing complexity. Senior students can pursue AP Biology, Chemistry, and Physics courses, alongside research-focused electives, fostering both scientific literacy and advanced investigation skills.
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
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
From Grades 7 to 12, English focuses on analytical reading, thoughtful writing, and critical discourse. Students read widely across genres and cultures, with a deliberate emphasis on global and contemporary voices. Literature study is paired with skill-building in persuasive, narrative, and expository writing. Senior students engage in intensive literary analysis and research, preparing them for university-level English and humanities programs.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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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.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Social responsibility and global citizenship are the core subject matter of UTS’ offerings in Canadian and World Studies which seek to build, by reflecting upon the past, understanding the present, and planning for the future, competencies in the skills, knowledge, and attitudes we require to make effective decisions fully aware of their implications for ourselves and the wider communities of which we are a part. In the early years, students explore geography and history through case studies and inquiry-based projects. At the senior level, Canadian and World Studies offers a number of courses in specialized disciplines, including Civics, Law, Politics, Economics and Philosophy. This specialization exposes students to the study of various social science and humanities disciplines which they may choose to pursue in further depth at the university level.
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
At YMS, we offer daily French classes which are both interactive and educational.
The goal of the French program is to give students the opportunity to become functionally bilingual, to achieve a high degree of proficiency. Learning cooperatively is an essential part of this program. The German and Spanish programs provide students with opportunities to develop thinking, analytical and communication skills in everyday and literary usage of these languages. Students will acquire a high degree of language proficiency. In addition to classroom, computer lab and library research activities, additional language immersion experiences are offered. The Latin program offers students the opportunity to study the foundation language and culture of the Romans, Extensive work in etymology and linguistic comparison direct the students to make connections between Latin and English and other modern languages.
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
Expressive Arts at the University of Toronto Schools includes Drama, Interdisciplinary Studies (Art and Design), Music and Visual Arts. Students develop creative and critical thinking skills and apply the creative process through these subject areas while building on vital forms of communication. The arts are integrated throughout the UTS experience, with required courses in music and visual arts in early grades and expansive electives in later years. Students can participate in band, strings, and choir, or explore media arts, drama, and studio practice. Emphasis is placed on creativity, critique, and interdisciplinary expression, with many students earning external recognition in the arts.
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
Computers and technology at UTS are approached with both purpose and foresight. While formal computer science courses begin in high school, digital tools and platforms are integrated throughout the curriculum to support learning from earlier grades. Students build essential digital literacy, problem-solving, and critical thinking skills across subjects. In senior grades, learners explore computer science, software development, and the ethical use of technology through enriched, future-focused offerings. With a commitment to responsible AI use, research, and interdisciplinary application, our program equips students to become thoughtful digital citizens and leaders in a rapidly changing world.
Web design
Robotics
Computer science
Yoga, Music and Movement, Extra Curricular activities such as Karate, Stretch and Grow, Dance, and various fitness programs.
Health and Physical Education at UTS supports students' physical well-being, social-emotional development, and lifelong healthy habits. In the earlier grades, students participate in a wide range of movement-based activities that build physical literacy, teamwork, and confidence. Health education topics are integrated and age-appropriate, addressing mental wellness, identity, relationships, and decision-making. The curriculum emphasizes inclusivity, resilience, and the connection between physical and emotional health. Co-curricular athletics and outdoor education further extend these learning goals. UTS’s approach reflects a holistic commitment to student development, balancing academic challenge with well-being, movement, and character-building experiences that carry beyond the classroom.
Not applicable
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Not applicable
Through the use of the five traditional Montessori Curriculums, we teach appreciation and responsibility for the environment, a sense of cooperation, and respect for others. Children are provided with a wide range of meaningful experiences that empower them to explore their world. We help children gradually expand their knowledge and skills as they grow into confident, self-directed individuals.
Information not available
Accelerated
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 accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
UTS fosters a vibrant academic culture rooted in curiosity, challenge, and purpose. Most students are high-achieving and many are identified as gifted, but success here is not just about grades. It’s about depth of thinking, meaningful inquiry, and personal growth. Students are expected to take ownership of their learning, contribute thoughtfully, and support one another in a collaborative environment. The pace is fast, and expectations are high, but so is the support, from peers, faculty, and student success teams. UTS students frequently earn national and international recognition in academics, research, and innovation. More importantly, they value learning for its own sake, and are encouraged to explore, question, and lead with both confidence and integrity.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
Vision Statement UTS is a transformative learning community focused on intellectual growth and individual development. We build on a tradition of academic distinction and leadership to develop socially responsible, global citizens.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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.
UTS employs a comprehensive, student-centered support model. Students are supported by a dedicated team including a Dean of Students with a team of guidance counsellors, social workers, student success teachers, a school nurse, and a university counsellor. UTS also has a designated Learning Strategies teacher who works closely with students to develop individualized learning plans. Students with identified learning differences are provided accommodations based on psycho-educational assessments or medical documentation, and supports may include assistive technology, flexible assessment timelines, or skill-building strategies. All accommodations are grounded in evidence and aligned with the Ontario Human Rights Code. UTS is committed to fostering a learning environment where all students, regardless of learning profile, are empowered to thrive academically, socially, and emotionally.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
0%
20%
$0
$17,250
100%
20%
Nursery/Toddler, Preschool, JK, SK
7, 9, 10, 11
Rolling
Dec 01, 2025
Not available
Not available
No
Yes: grades 7 - 11
No
No
No
No
No
Yes: grades 7 - 11
No
No
No
No
We admit students on the basis of academic and overall performance. Our students are intellectually curious, eager to take initiative, and supportive of one another, with strong character skills and self-awareness.
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.
Eligibility requirements
The applicant’s citizenship must be one of:
AND the applicant is:
Stage 1 components
Stage 2 components (for selected applicants only)
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