215-2678 West Broadway, Vancouver, British Columbia, V6K 2G3, Canada
220 Lonsdale Road, Toronto, Ontario, M4V 2X8, Canada
215-2678 West Broadway, Vancouver, British Columbia, V6K 2G3, Canada
220 Lonsdale Road, Toronto, Ontario, M4V 2X8, Canada
2015
1829
112
1220
K to 8
SK to 12
Coed
Boys
Day
Boarding, Day
English
English
Academic
Academic
Progressive
Liberal Arts, International Baccalaureate
16
20 to 25
In-class adaptations
Accelerated curriculum
$21,120 to $27,445
$36,750 to $39,900
$66,620 to $71,875
No
Yes
0%
18%
None
5 to 12
$0
$15,000
12
87
0%
7%
50%
0%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Dec 01, 2021
Not available
Rolling
Yes: grades K - 8
Yes: grades SK - 11
No
No
information not available
Upper Canada College (UCC) is one of the oldest and most storied schools in Canada. Its alumni include a who's who of Canadian political, business, and cultural life. Its history is, in many ways, the history of independent schooling itself; to attend is to become a part of a Canadian cultural tradition, one that retains a prominent place in Canadian education. The school leads in the provision of financial assistance, with a robust program of scholarships and bursaries intended to attract the brightest students in Canada and from around the world.
Read The Our Kids Review of Upper Canada College
Pear Tree is young, and has all the attributes of youth: energetic, engaging, fun. The day program grew out of the Pear Tree education programs, and launched in 2016. So, it’s fresh, and indeed that’s an attraction. The feel is a great one, and that’s not to be underestimated—creating the right environment, the right feel, is important. With Pear Tree, it’s that vibrant feel that creates the first impression. The program is the definition of progressive, with small classes, hands-on instruction, and built around links across areas of the curriculum. Students are required to work collaboratively, solving problems together, and to engage creatively with each other and with technology. Activity is important, as is nutrition, which is just as it should be. The ideal learner is one who will thrive in an active, creative, small-group oriented environment.
View full reportUCC is one of the oldest and most storied schools in Canada. Its alumni include a who's who of Canadian political, business, and cultural life. Its history is, in many ways, the history of independent schooling itself; to attend is to become a part of a Canadian cultural tradition, one that retains a prominent place in Canadian education. The school leads in the provision of financial assistance, with a robust program of scholarships and bursaries intended to attract the brightest students in Canada and from around the world.
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"...our son is able to allow his curiosity to lead his learning whilst being encouraged, challenged and supported not only by his teachers but also by his peers."
Katherine Corden - Parent (May 03, 2021)
We always go back to our son's feedback after his first few weeks at Pear Tree Elementary - 'This sc...
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"I'm blown away by the amount of thought and preparation that goes into each of the learning activities."
Elizabeth Dunn - Parent (May 03, 2021)
Our energetic 8 year-old son loves Pear Tree because of the active learning activities, centered aro...
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"We have a saying at the College called 'Never Walk Alone'. This motto is a great summary of the type of culture we have at the school and I can relate to the saying more and more each year."
Will Huang - Student (Jan 23, 2018)
My time so far at Upper Canada has been absolutely amazing. I truly love every time I come to school...
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"The school spirit and school community is like no other."
Julia Pantalone - Parent (Feb 23, 2018)
My boys have had an amazing experience at Upper Canada College since Day 1. They engage the boys rig...
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One day, our SK boy came back and said "Mom, I think patience is a virtue"
Pierre Pong - Parent (Oct 10, 2019)
I feel my child likes the teachers the best, they care, they are energetic, fully engaged, responsib...
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"Pear Tree School’s mission is to provide a complete, inclusive, and stimulating education that nurtures the intellectual, social, emotional, physical, and ethical development of every student. We aim to equip our students with the skills, knowledge, and values needed to lead fulfilling lives and make a positive impact on the world. By combining academic excellence with a whole-child approach, we strive to inspire and empower our students to be lifelong learners, critical thinkers, and responsible citizens."
"UCC was founded in 1829 and is an IB Continuum World School, enrolling 1,220 students (day and boarding) in SK through Year 12. Located in central Toronto on 35 acres of green space, UCC delivers transformational learning experiences. Approximately 20 per cent of students receive financial assistance, with $5 million available annually to Canadian students. An alumni community of more than 12,500 in 80+ countries includes leaders and innovators in politics, finance, arts, athletics, media and beyond."
"At Pear Tree School, we prioritize a well-rounded education, combining traditional subjects with real-world applications. Our approach, supported by Master's educators, fosters critical thinking, creativity, and vital 21st-century skills.
We emphasize environmental awareness, global citizenship, and personal well-being, ensuring students grow into confident, knowledgeable individuals.
Trust us to prepare your child for the future with a curriculum that’s both comprehensive and deeply engaging."
"UCC delivers transformational programs grounded in a liberal arts education through experiential learning in state-of-the-art facilities, such as our new design labs equipped with the latest technology; our hockey arena with two world-class ice pads; and our 535-acre outdoor campus at the Norval School that teaches students about ecosystems, math and environmental stewardship while engaging with the natural world. Combined with our rigorous IB program, graduates leave UCC prepared to succeed."
"At Pear Tree School, our mission to provide a holistic, inclusive education that prepares students for all life's aspects inherently involves trade-offs to maintain our core values and vision:
Personalization over Standardization:
We prioritize personalized learning that caters to student needs, which means we often eschew the one-size-fits-all approach dominant in traditional educational settings. This commitment promotes creativity and critical thinking over rote memorization.
Collaboration over Competition:
Unlike schools that emphasize competitive success as a benchmark for student achievement, Pear Tree encourages collaboration. We believe that cooperative learning helps build interpersonal skills and prepares students for real-world challenges.
Innovation over Tradition:
Our forward-thinking, innovative teaching methods sometimes comes at the expense of classical education models, but it equips our students with relevant skills, mindset and values for today’s dynamic world."
Information not available
"SCHOOL YEAR:
2011/12 - Founding of Pear Tree Education (main organization)
2016/17 - Founding of Pear Tree School (K-7)
2020/21 - Expansion of Pear Tree School
2024/25 - Launch of Middle School Annex (expansion to grades 8-9)"
Information not available
"Characteristics of Ideal Students:
Enthusiastic Learners: Students who are naturally curious and motivated to explore new ideas and concepts.
Collaborative Spirits: Those who excel in team settings and understand the value of learning from and contributing to the group.
Creative Thinkers: Individuals who enjoy thinking outside the box and applying their knowledge in innovative ways.
Adaptable and Resilient: Students who are not deterred by setbacks and are adaptable to various learning contexts.
Families Best Suited for Our School:
Value Holistic Development: Families who believe education should develop not just academic abilities but also social, emotional, and ethical skills.
Supportive of Innovation: Parents who value innovative teaching methods and a curriculum that incorporates technology and real-world applications.
Community-Oriented: Those who appreciate a strong, supportive community and the importance of building interpersonal relationships within the school setting."
Information not available
"Pear Tree School's unique educational approach and philosophy mean that it isn't the perfect fit for every student or family. Our commitment to a holistic, integrated curriculum and a nurturing community environment sets us apart, but these same qualities might not align with the expectations or values of all families. Here are some conditions under which we might advise a family to consider other options:
1. Preference for Traditional Education Models (i.e. preference for rote memorization, textbooks)
2. High Value on Competitive Success
3. Expectation for Conventional Homework and Testing
4. Desire for a Specialization (e.g. STEM only) at K-12 Level
5. Preference for Less Parental Involvement
6. Desire for Name-Brand Prestige and 'Guaranteed' Entrance to Ivy League Universities
7. Prioritize Campus Size and Facilities Over Quality of Education"
Information not available
"Families choose Pear Tree School over others primarily for its innovative approach to education that values and nurtures each student’s individual abilities within a holistic and integrated curriculum. Here are key reasons why families prefer our school:
1. Our 'Why' and Mission
2. Holistic Education Approach
3. Integrated Theme & Project-Based Learning
4. Personalized Learning Environment
5. Community and Values
6. Progressive and Future-Focused
Parents see Pear Tree not just as a school, but as a community that plays a pivotal role in developing competent, capable, and ethical individuals."
"Families know that sending their students to UCC will give them the competitive advantage of the International Baccalaureate, while encouraging creativity and fuelling curiosity. UCC provides students with a well-rounded education that balances academics and a wide range of co-curricular offerings. Parents appreciate the focus on wellbeing — teaching students how to take care of their physical, mental and academic selves, with an emphasis on community and service."
"Pear Tree School is recognized for its innovative and holistic approach to education, deeply resonating within our community and beyond as a pioneering institution that prepares students not just academically, but as well-rounded individuals poised to navigate and contribute positively to the modern world.
Public Image and Prominent Features of Pear Tree School:
1. Innovative Educational Practices
2. Holistic Development Focus
3. Community and Inclusivity
4. Progressive Learning Environment
5. Environmental and Social Awareness"
Information not available
"Often overlooked, the core of Pear Tree School's success is The Pear Tree Method—an advanced, all-encompassing educational approach.
Unlike other schools, every teacher here utilizes this method, ensuring a unified, effective learning experience. Our approach isn’t just better; it’s meticulously designed to meet the evolving needs of modern youth.
It reflects our commitment to setting new standards for student outcomes by addressing every aspect of a child's development."
"Founded in 1829, a UCC education supports a diverse and well-rounded student experience. Hosting more than 80 co-curricular activities and sports, UCC’s offerings include options not available at other institutions, including Model UN, cricket, softball, squash and rowing. Our students take advantage of six outdoor sports fields, a hockey arena with two ice pads — one NHL-sized and one Olympic — and a swimming pool for programming, practice and play."
"Parents are often surprised by how deeply integrated our values are in every aspect of Pear Tree School, far beyond expectations. Unlike schools that only espouse values, we live them—comprehensively and daily.
What truly astonishes parents is our genuine whole-child approach, where every staff member contributes to each student's growth. Our unmatched Healthy Hot Lunch Program and diverse daily P.E. surpass expectations.
It's not just education; it's a community where values turn into action."
"With a strong commitment to representing socio-economic breadth, UCC offers the most generous financial assistance program in Canadian independent schools. One in five UCC students receives financial assistance each year, making an exceptional education more accessible. Families are also often surprised at the size of the campus. Located in the heart of Toronto, the College sits on 35 lush acres, creating a sanctuary in Canada’s largest city for students to learn and grow."
"Pear Tree School is continually evolving - on literally a weekly basis - to meet the needs of our students, families and our Mission.
1) Facility Upgrades
2) Introduction of a comprehensive Co-Curriculars program
3) Implementation of a mid-term report card
4) Expansion of Parent Workshops
5) Recruitment of an Associate Principal
6) Development of systems, processes and checklists to further standardize our approach schoolwide
7) Further enhancement of our rigorous teacher recruitment and pre-service training process"
Information not available
"Over the next 5 years, we will have accomplished the following:
1) Completion of K-12 grade offering
2) Additional K-7 campuses around Vancouver (locations to be announced)
3) Launch of a dedicated Grade 8-12 facility"
Information not available
A 'good school' isn't good enough. Children deserve the most complete, inclusive, and up-to-date form of education.
The traditional approach to teaching places students in homogeneous age groups. All twelve year olds in this room. All eight year olds in this room. They sit in desks facing the front and learn the core subjects one at a time for a set period of time each day. 45 minutes of math, followed by 60 minutes of English, followed by a short break, and then 45 minutes of science. Everything is compartmentalized and isolated.
This, quite frankly, has nothing to do with how we best learn.
That's why Pear Tree School is a different kind of private school.
Pear Tree School’s mission is to provide a complete, inclusive, and stimulating education that nurtures the intellectual, social, emotional, physical, and ethical development of every student.
We aim to equip our students with the skills, knowledge, and values needed to lead fulfilling lives and make a positive impact on the world.
Working in partnership with teachers, families, and the wider community, we strive to create a supportive and dynamic learning environment that encourages active participation, critical thinking, and personal growth.
By combining academic excellence with a whole-child approach, we strive to inspire and empower our students to be lifelong learners, critical thinkers, and responsible citizens.
We are dedicated to ongoing growth and evolution, both as individuals and as a school, in order to continuously provide an education that meets the changing needs of our students and prepares them for success in all aspects of life.
That’s Pear Tree School.
We invite you to experience the difference.
Samuel James McKinney is the 19th principal of Upper Canada College and began his tenure on July 1, 2016.
Principal McKinney was formerly the deputy headmaster and head of senior school at St. Peter’s College in Adelaide, South Australia. “Saints,” as it is known in Australia, is a 168-year-old boys’ school that has produced 42 Rhodes Scholars and three Nobel Laureates. With a student population of more than 1,400 boys, including 90 boarders, Saints offers both the IB Diploma and the South Australian Certificate of Education.
The son of schoolteachers, Principal McKinney was born and raised in the Niagara region and attended St. Catharines Collegiate before receiving his bachelor of arts from Carleton University in Ottawa in 1990. He furthered his education in Australia, receiving a graduate diploma in education from the University of Adelaide in 1993 and a master’s of education from Edith Cowan University in Western Australia in 2003. More recently, he has undertaken study at the Harvard University Graduate School of Education Principals’ Centre and resilience training through the University of Pennsylvania Positive Psychology Centre.
In appointing Principal McKinney, UCC is also welcoming his wife, Rose, and their three boys, Jack ’17, Connor ’19 and Charles ’20. Also a teacher, Rose has taught in the Junior and Middle schools at Pulteney Grammar School in Adelaide since 2007.
Message from Principal McKinney:
From our founding in 1829, Upper Canada College has been educating the next generation of leaders and innovators, inspiring them to make a positive impact on their world. In our nearly 200-year history, the school has undergone incredible transformation. Alongside the historical landmarks many associate with UCC — the ivy-covered walls, iron front gates, majestic clock tower — stand modern facilities and adaptable learning spaces equipped with the latest technology.
Our approach to boys’ education has similarly evolved. The College’s foundational focus on a liberal education is now delivered through the International Baccalaureate (IB) Programmes, globally recognized as the gold standard for university preparatory programs. In addition, our commitment to needs-based financial assistance has expanded substantially, offering more than $5 million annually to boys of the highest potential, enabling a diverse learning community that reflects our city and nation.
These innovations have shaped what is only a part of the UCC difference. We are not just about academic heights reached, championships won, or brilliant theatrical performances — although these are integral to what makes the College the outstanding place it is. What’s equally important is how our boys take forward the transformational learning experiences that are a hallmark of a UCC education.
Grounded in our vision to inspire boys to be their best selves is our commitment to fostering a vibrant school community that reflects the pluralism and promise of Canada. We offer an extraordinary range of opportunities for growth and discovery, as well as the support needed for boys to thrive among a network of dedicated faculty and staff, and lifelong friends.
I encourage you to learn more here, then visit us and experience the UCC difference.
We look forward to welcoming you.
Liberal Arts
International Baccalaureate
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Pear Tree School’s progressive model emphasizes hands-on, student-centered, theme and project-based learning. It includes a balanced mix of academics, integrated subjects, physical skills, socioemotional development and seamless integration of technology. Taking a whole child approach means Pear Tree School nurtures academic, social-emotional, and physical development. Integral to this is Pear Tree's healthy hot lunch program, cooking and food education, as well as its rigorous physical education program, which includes martial arts, swimming, yoga and ice skating. We believe in and apply: + Integrated subjects (through theme-based learning and project-based learning) + Hands-on learning + Student-centered learning + Collaboration + Creativity + Technology + Real-life application / Entrepreneurship The methodologies delivered by Pear Tree's outstanding masters-qualified teachers offer an engaging approach to the B.C. curriculum that develops well-rounded children who can be happy and successful in all aspects of life.
As an International Baccalaureate World School, UCC aims to develop well-rounded students with character who respond to challenges with optimism and an open mind. IB learners are better prepared to apply what they learn in real-world, complex, unpredictable situations. They strive to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Math is a skills-based subject (in contrast to science and social studies, which are more knowledge-based). Math skills are to be used, not simply memorized. As such, at Pear Tree School, math skills embedded within themes; they are tied to social studies (quantities, statistics), science (weights, speeds, measurements), and business (financial literacy). As such, students at Pear Tree learn math in context. Math at our school is connected to real life and is truly meaningful. At the same time, working with real-life numbers means that it is challenging! Consequently, math at Pear Tree is more engaging and more challenging than traditional math classes.
In the Primary Years Programme (SK-5) we provide instruction, experience and practice in patterns, numeration, place value, computation, geometry, measurement, decimals, fractions, graphing and problem solving. This includes drill, mental math challenges, hands-on activities, cooperative learning and the sharing of solutions. Most lessons begin with a math message or provocation; there are opportunities to work in small groups according to readiness, interest and learning profiles. Games may used for practice and to develop depth of understanding. In the Middle Division (6-7) the major areas of study are Number Sense and Numeration, Measurement, Geometry and Spatial Sense, Patterning and Algebra, and Data Management and Probability. Calculator skills and the use of technology are further developed. There is an emphasis on problem solving which include participation in the Canadian National Mathematics League and Gauss contests. There are also opportunities for student-directed investigations and independent learning throughout the year.
We don't use textbooks. As we teach through themes, all of our math is taught in context. This means that it is more realistic and more challenging than traditional math classes.
Everyday Math, Kahn Academy, Jump Math, Mathletics and additional materials
We balance the use of calculators. It is important for students to have a conceptual understanding of math in order to know whether the data output from a calculator is logical, as well as to know what information to input.
In Grades 6-7 calculator skills and the use of technology are further developed. At the Upper School, an approved calculator is an essential tool.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Like math, language arts is a skills-based subject. Traditional approaches to reading and writing involve practicing such skills with no real purpose beyond mastering those skills. Reading and writing are skills to be applied, and that’s exactly what we do at Pear Tree School! At Pear Tree, reading and writing skills are interwoven into every part of our themes. We don’t use textbooks. Instead, students constantly read both fiction and non-fiction books related to the themes. From these books, their range of vocabulary goes beyond high-frequency words to include very technical language specific to the themes. Pear Tree students quickly develop truly amazing reading and writing skills for their ages from becoming familiar with these words over a semester and having constant opportunities to practice!
A well balanced reading program motivates students to read for pleasure and information, fostering a lifelong love of reading. Students need to develop the skills necessary to decode, construct meaning and think critically about what they read. As part of this process, students must acquire a broad and varied vocabulary and an ability to interpret written conventions. Students read a wide range of materials that illustrate different forms of writing. Teachers provide a print-rich environment, and model and promote a passion for both fiction and non-fiction texts. Students use library time to listen to stories read aloud, to browse, make choices and to read independently. They are introduced to a wide variety of genres and new and familiar authors and books. Students learn bibliographic and locational skills, and how to use resources for their projects and class work.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We do formal reading and writing assessments at the beginning of every term.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Like math, language arts is a skills-based subject. Traditional approaches to reading and writing involve practicing such skills with no real purpose beyond mastering those skills. Reading and writing are skills to be applied, and that’s exactly what we do at Pear Tree Elementary! At Pear Tree, reading and writing skills are interwoven into every part of our themes. We don’t use textbooks. Instead, students constantly read both fiction and non-fiction books related to the themes. From these books, their range of vocabulary goes beyond high-frequency words to include very technical language specific to the themes. Pear Tree students quickly develop truly amazing reading and writing skills for their ages from becoming familiar with these words over a semester and having constant opportunities to practice!
In order to communicate effectively, students need to select and organize their ideas logically with an audience in mind, and utilize appropriate conventions. Students have opportunities across the curriculum to read a rich variety of texts and write daily. Learning to write is a developmental process. Students focus first on meaning rather than accuracy. Writing conventions are introduced and mastered gradually along a continuum. As boys engage in meaningful writing activities that challenge them to think critically about various topics, they are motivated to master written communication skills throughout the curriculum. Once boys reach the IB Diploma Programme, they are required to complete a 4,000-word Extended Essay on a topic of interest from within the IB curriculum, usually taken from one of their Higher Level subjects. Students at UCC complete the EE during their IB1 (Grade 11) year.
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.
Like anything, you only learn something by actually doing it. Pear Tree School is very creative in finding ways for its students to learn about science in a safe, engaging, hands-on approach. One way that we do this is through cooking and cooking science. At the higher grades, students will even be introduced to molecular gastronomy. At least half of our themes are inspired by science topics.
In the Prep School, students explore concepts in biology, chemistry, physics and environmental science, and develop skills in the processes of scientific inquiry. They learn about the interrelationships of ecosystems, learn the basic principles of heat and temperature, investigate the relationship between form and function in various natural and man-made structures, and investigate the fundamentals of chemistry — mixtures, solutions, atomic structure and the periodic table. Mankind’s impact on the environment is a recurring theme throughout the year. Our school’s practices aim to provide immediate access to technology and to harness boys’ engagement with technology through the use of individual iPads in grades SK–3 and laptops from grade 4 onward. Students spend time each term at the Norval Outdoor School and participate in a program designed to encourage respect and understanding for the environment. Details about the Upper School science program are available upon request.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
At Pear Tree School, we are constantly training our students to use critical thinking and critical literacy skills. As such, it is important for us to use a variety of texts that require such skills. We use a mixture of texts, such as picture books, graphic novels, poetry, short stories, and novels. These texts will also be chosen because of their relevance to the theme that were are studying.
Students at the Middle Division are introduced to three literary genres: prose fiction, poetry, and drama. Reading is encouraged with a reading period outside regular English class time. On a regular basis, students practice various forms of writing, including narrative pieces, poetry and essays. Core language skills (including formal grammar skills) are taught with the aid of classroom review and written exercises completed in their grammar workbook; students’ individual language skills weaknesses are addressed by the teacher as part of the writing process. Core vocabulary is drawn from the literature studied and from other subject areas. During library time, students are introduced to a wide variety of new and familiar authors and books through book talks and reading aloud. Students also use the periods to browse, choose books and read for pleasure. Further details about literature studied at the Upper School are available upon request.
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
Thematic
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
We use an integrated skills, theme-based approach to our programs. As such, we don't study social studies in isolation. At the same time, our themes are much more meaningful that such topics as 'food'. Overall, we follow a similar pattern to the B.C. curriculum in focusing on the individual student and their immediate environment, and then expanding to large communities as the students get older. This is a more meaningful and empowering way to learn about the world.
There are no formal history or geography classes at the IB Primary Years Programme (SK-5) level. In grade 6 students have their first formal study of history. It begins with an introduction to geography and its relation to history, and proceeds to the study of Roman civilization, from its founding through the Republic and Empire periods. Students spend the second term considering the genesis and development of world religions with a particular focus on Islam, and conclude the year studying Early Modern Europe, with an emphasis on the Renaissance, Reformation and the Age of Exploration. Throughout the year, students are introduced to historical concepts such as time sequence, evidence, cause and consequence, continuity and change, perspective, bias and moral judgment. The geography skills introduced in the first term are woven into the history program over the entire year.
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
We use an integrated skills, theme-based approach to our programs. As such, we don't study social studies / the humanities in isolation. At the same time, our themes are much more meaningful that such topics as 'food'. Overall, we follow a similar pattern to the B.C. curriculum in focusing on the individual student and their immediate environment, and then expanding to large communities as the students get older. This is a more meaningful and empowering way to learn about the world.
The interaction of environment, culture, population and location lies at the heart of Geography. This definition implies a need for knowledge about the earth — knowledge about the ways in which humans use the earth’s resources and skills to recognize, describe and explain the spatial patterns that result from the interaction of people and their environment. To study History, Economics and Philosophy is to embark on a voyage of discovery, to seek in many ways to advance beyond the limitations and preoccupations of the present. Only by exploring the human experience in the past can we see how and why society changes and develop a sense of perspective on where we are heading in the 21st century.
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.
Pear Tree School introduces French studies from Grade 2 onwards. Our approach is to recognise that language and culture are one and the same thing. Language isn't a grammatical construct; it is a cultural construct. As such, we always study languages in cultural context. This helps our students to understand authentic language use, French-speaking cultures, and common body language.
The study of additional languages adds to the international dimension of our UCC program, with French, Mandarin, Spanish and Latin offered. While learning the target language, the student also becomes aware of the similarities and differences between his own culture. This awareness fosters a greater respect for other peoples and the way in which they lead their lives. Through the study of authentic texts, students investigate and reflect on cultural values and behaviours. The main focus of all language courses is the acquisition and development of language skills through the study and use of a range of written and spoken material. Such materials will extend from everyday oral exchanges to literary texts and should be related to the cultures concerned. This will enable students to develop mastery of language skills as well as intercultural consideration.
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
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
Fine arts are integrated into every aspect of our program. Therefore, Pear Tree School students are continually learning about and using fine arts. We often work with external professionals who are able to support our classroom teachers with specialised art skills. At the same time, our classroom teachers ensure that any art learned is done so in context to make it meaningful and useful!
The Art Department offers students a challenging and flexible program that is innovative but also rooted in historical precedents. The Visual Arts curriculum provides students with a classroom/studio environment that fosters inventive thinking, independence of expression, reflective assessment of creative processes and products, and an appreciation for different points of view. In Music all students study an orchestral instrument from the woodwind, brass or percussion families. Students are strongly encouraged to perform in one of the three concert bands, three jazz ensembles, the string ensemble or the UCC Singers. The Drama and Theatre program is a dynamic, stimulating and rewarding program which prepares boys to be participants, critics and creators of theatre. The Film program uses state-of-the-art equipment to teach the building blocks of filmmaking: still photography, photo manipulation, storyboarding, script-writing, cinematography, sound recording, color correction and both picture and sound editing.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Technology is seamlessly integrated into all of our programs. We want our students to become adept at using technology in meaningful ways, i.e. for creativity and productivity. The use of technology increases as students reach higher grades. Obviously, in the younger grades, there is much less use, as there are other development priorities.
UCC has a 1:1 Apple device program from SK through to university prep. The Computer Science Department offers a progression of courses with an emphasis on problem solving (individual work) and project development (team work). Our emphasis is less on keystrokes and mouse clicks, and more on the development of ideas and algorithms to meet evolving communication and computational needs. Our goal is that students both understand the historical development of technology and the technological culture, as well as possess a strong set of skills in the design, programming and day-today use of digital devices, systems and networks. All learning in computer science courses is hands-on and activity-based. Thus, the students will gain the confidence and competence to deal with the broad range of computer technologies found around the world today.
Web design
Robotics
Computer science
At Pear Tree School, our daily Physical Education Program is directly tied to our whole-child education approach. Through our Physical Education Program we develop your child's academic, social-emotional and physical performance every school day. Physical + Improved physical fitness + Skill and motor skills development Socio-Emotional + Teaches self discipline + Facilitates development of student responsibility for health and fitness + Influence moral development, leadership, cooperate with others + Stress reduction – an outlet for releasing tension and anxiety + Strengthened peer relationships + Improve self-confidence and self-esteem + Respect - for your body, classmates and teammates + Experience in setting goals Academic + Subject integration (science, math, social studies) + Through sports, we study about physiology, psychology, nutrition, problem solving, and strategy + Exercise helps to strengthen and stimulate your brain. Increased fitness = improved academics
Through courses offered by the Physical and Health Education Department, students will grasp the importance of physical fitness throughout their lives and, of equal importance, learn the value of good decision making and good judgment with respect to healthy choices. In the early years of the Physical Education program, team sports are used to develop fitness and fundamental skills. Sportsmanship is taught and developed through healthy competition. In the later years, the Physical Education curriculum begins to emphasize carry-over sports that the student can enjoy for the rest of his life. We want the students to leave the school with a desire to remain active, fit, healthy and happy.
Play-based
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Pear Tree School’s Early Years Program sets the foundations for your child’s education and the rest of their life. Our (M.Ed-educated) teachers are here to offer your child a warm welcome to grade school through creative, hands-on learning that centres students’ social, emotional, physical and academic well-being and nurtures their unique interests and abilities. Your child will shine, as their confidence, curiosity and love of learning grow with us in a small, intimate classroom setting.
Students in Forms SK–5 follow the Primary Years Programme (PYP) of the International Baccalaureate, which focuses on preparing children to be world citizens and lifelong learners. The PYP's transdisciplinary, inquiry-based approach to curriculum sees preset themes recur in various play-based activities. French as a second-language is taught to all children. Students enjoy immediate access to technology through the use of individual iPads. Library time sees students listen to stories read aloud, browse, make choices and read independently. Outdoor education takes place at Norval and in our Learning Garden. Math, arts, physical education and science are core subjects.
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).
Pear Tree School's combined-grade approach means that our students have access to a greater range of academic potential and influence.
UCC helps students achieve their academic goals through the Wernham & West Centre for Learning, a high-support environment.
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”.
We strive for our students to become exceptional, well-rounded individuals. This means that we work with our students on both their strengths and weaknesses. With the support of our masters-qualified teachers, we expect our students to continually try to do better, to become the best that they are capable of, and to take pride in the quality of the work that they create.
There’s a reason why UCC boasts a 100 per cent university acceptance rate around the world among its students. Its first-rate modern liberal arts academic program is backed by experienced, dedicated, passionate teachers who ultimately give students the tools they need to learn on their own. By the time students graduate, they are primed in every way possible to embark on a successful university education. The International Baccalaureate (IB) is the principal diploma program at UCC and is undertaken by all students in their final two years at the Upper School.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Pear Tree School creates well-rounded individuals. We don't view one attribute as more important than another. Through our unique education method, we continuously develop our students academic, socio-emotional, and physical skills.
UCC has been preparing the country's leaders for more than 190 years. Whether it's business, politics, athletics, arts, medicine, finance or anything in between, a UCC grad is well positioned to take the next step in leadership development. This means possessing a broad set of practical skills as well as social and intellectual intelligence; having a global perspective; empathizing with different people and issues. And it requires grit, determination and perseverance. These are the hallmarks of a UCC grad.
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RecreationalRec. |
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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
5 - 12
0%
18%
$0
$15,000
50%
0%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Dec 01, 2021
Not available
Rolling
Yes: grades K - 8
Yes: grades SK - 11
No
No
No
Yes: grades 8 - 12
Yes: grades K - 8
Yes: grades 3 - 6
Yes: grades 5 - 8
No
No
No
At Pear Tree School, we seek students who not only embody curiosity, adaptability, collaboration, creativity, responsibility, and openness to growth but also deeply value being positive, kind, welcoming, encouraging, and inclusive. We view each class not just as a group of students but as a cohesive cohort where each member significantly impacts the class dynamics and the experiences of others: 1. Curiosity and a Love for Learning We look for students who are naturally curious about the world around them. They should have a genuine enthusiasm for exploring new ideas, asking questions, and engaging deeply with the learning material. This innate desire to learn drives their engagement with our theme and project-based curriculum, fostering a lifelong love for education. 2. Adaptability and Resilience Success at Pear Tree School requires students to be adaptable and resilient. Our innovative approach to education—The Pear Tree Method—encourages students to navigate through interdisciplinary themes, which differs from traditional subject-based learning. Students who thrive are those who adapt to new challenges with a positive attitude and view setbacks as opportunities for growth. 3. Collaboration and Communication Our school places a strong emphasis on developing 21st-century skills, among which collaboration and communication are key. We seek students who are willing to work cooperatively in diverse groups, share ideas respectfully, and listen to the perspectives of others. Effective communication skills, both verbal and written, enable students to contribute meaningfully to group projects and discussions. 4. Creativity and Problem-Solving Pear Tree School values creativity and the ability to think outside the box. Students who are successful in our environment often approach problems with innovative thinking and are not afraid to try unconventional solutions. They take joy in the creative process, whether in academic projects, arts, or extracurricular activities. 5. Responsibility and Ethical Awareness We look for students who demonstrate a sense of responsibility towards their learning, their peers, and the wider community. An awareness of ethical considerations and a commitment to positive social impact align with our focus on global citizenship and environmental stewardship. Students who are mindful of their actions and their impact on the world will find a nurturing home at Pear Tree School. 6. Openness to Growth and Feedback A successful student at Pear Tree School is one who is open to personal and academic growth. They should see feedback as a valuable tool for improvement and be committed to self-reflection and continuous learning. Our educational approach supports students in developing a growth mindset, preparing them for the challenges and opportunities of the future. 7. Positivity and Kindness Our ideal student radiates positivity and kindness in every interaction within the school community. They approach learning and collaboration with a positive outlook, contributing to a supportive and uplifting classroom environment. Kindness, both in actions and words, is essential, as it fosters a sense of safety and belonging for all students. 8. Welcoming and Encouraging We value students who are welcoming to everyone, regardless of background or ability. A student who takes the initiative to include and encourage others, especially those who may feel marginalized or unsure, plays a critical role in building a cohesive and dynamic cohort. This welcoming nature ensures that every student feels valued and supported in their educational journey. 9. Inclusivity and Support Inclusivity is at the heart of Pear Tree School’s ethos. We look for students who actively support and advocate for an inclusive environment where diversity is celebrated, and every voice is heard. They understand that each member of the community brings unique perspectives and strengths, and they actively contribute to creating a space where everyone can thrive. Admission Process In our admissions process, we assess not only the individual qualities of prospective students but also their potential to contribute to the positive, inclusive culture of their cohort. Through interviews, portfolio submissions, and interactions, we encourage families to share examples of how their child embodies these values of positivity, kindness, encouragement, and inclusivity. Our aim is to assemble cohorts where each student not only succeeds academically but also enhances the social and emotional well-being of their peers, creating a nurturing and dynamic learning environment. At Pear Tree School, we believe that a cohesive cohort enriched by diverse, supportive, and engaged students is fundamental to our holistic, forward-thinking educational approach. We are committed to fostering an environment where every student is empowered to make a positive impact, supporting not just their own growth but also that of their peers and the broader school community.
Upper Canada College seeks to admit well-rounded boys who stand out from the crowd in a variety of ways – through academic performance, involvement in co-curricular activities, and demonstrated social skills. We are looking for the best boys, from across Canada and around the world.
Visit our Website for up-to-date information about our Admissions process [link]:
1. Apply online with a nonrefundable fee of $300 + GST
2. Submit required documents:
3. Student assessment and observation
4. Family interviews
After exploring UCC and its programs either virtually or in person, prospective families must go to UCC's website, create an account, submit their application and pay the application fee. They will then be guided through submitting birth certificates, report cards and other documents, if applicable, as well as further interviews and assessments depending on the year the student is entering.
Once decisions are issued, families will receive registration instructions that include, but are not limited to, the following:
Registration of new day students:
Parents or guardians must confirm Registration by completing the online registration within 7 days of the date of offer (as indicated in the emailed letter of offer). The Initial Registration Fee of $8,500 and the first instalment of $2,000 are applicable for all payment plans and must be forwarded to the College within 7 days of the date of offer.
Registration of New Boarding Students:
Parents or guardians must confirm Registration by completing the online registration within 10 days of the date of offer (as indicated in letter of offer). The Initial Registration Fee of $5,000.00 and the first instalment of tuition and boarding fees must also be forwarded to the College within 10 days of the date of offer. The second instalment of fees for new boarding students and new international boarding students will vary according to the chosen payment plan.
