55 Deblaquire Street North, Port Hope, Ontario, L1A 4K7, Canada
1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
1865
1965
570
755
5 to 12
JK to 12
Coed
Coed
Day, Boarding
Day
English
English
Academic
Academic
Liberal Arts
Progressive, International Baccalaureate
12 to 16
16 to 20
Learning, Developmental
Learning
$31,000 to $41,500
$40,350
$57,000 to $83,000
Yes
Yes
33%
2%
5 to 12
6 to 12
$20,000
$5,000
71
50
49%
0%
75%
20%
5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Dec 01, 2023
Rolling
Not available
Yes: grades 5 - 12
Yes: grades 6 - 11
No
Yes: grades 6 - 11
Trinity College School is one of the oldest boarding schools in Canada and, having been founded two years prior to confederation, is indeed older than the country itself. While it looks entirely different than it did when it was founded—there are no original buildings, nor does it sit at the same site as it did in 1865—the core values remain: quality academics with an eye to educating students into positions of social, professional, and political leadership. Academic achievement is highly valued—this is a school, as many will tell you, where it is cool to be smart—though tolerance, personal expression, and consideration of others are equally important. Service is central to the ethos of the school, as underscored by a robust program of service learning dedicated to developing opportunities within the local community and beyond.
Read The Our Kids Review of Trinity College School
Every school is unique, and The York School is particularly adept at proving the point. Just in terms of the basics, it’s an IB, coed day school in downtown Toronto, and that constellation of attributes alone makes it stand out. It’s also true that every school has its own culture, its own character, and The York School is a particularly good example of that as well. With the latest developments, the school has truly arrived, and the evidence for that is ample. The leadership brings a unique, fresh take to the entire project of learning. It’s supported by a significant program of care, exemplified by an active, engaged wellness team, one situated in daily view of the students through their work and their placement within the facility. That attention is continued in a university counselling office that is as good or better than we’ve seen anywhere. If schools aren’t yet looking to York as an example of how best to counsel students in their move to post-secondary education, they should. In all, it’s not just about beginning early, and being attentive, it’s also about perspective, and the one evidenced here is, frankly, inspiring.
Read The Our Kids Review of The York School
Trinity is one of the oldest boarding schools in Canada and, having been founded two years prior to confederation, is indeed older than the country itself. While it looks entirely different than it did when it was founded—there are no original buildings, nor does it sit at the same site as it did in 1865—the core values remain: quality academics with an eye to educating students into positions of social, professional, and political leadership. Academic achievement is highly valued—this is a school, as many will tell you, where it is cool to be smart—though tolerance, personal expression, and consideration of others are equally important. Service is central to the ethos of the school, as underscored by a robust program of service learning managed by a director dedicated to developing opportunities within the local community and beyond. The ideal student is one who responds well to challenge.
View full reportEvery school is unique, and The York School is particularly adept at proving the point. Just in terms of the basics, it’s an IB, coed day school in downtown Toronto, and that constellation of attributes alone makes it stand out. It’s also true that every school has its own culture, its own character, and The York School is a particularly good example of that as well. With the latest developments, the school has truly arrived, and the evidence for that is ample. The leadership brings a unique, fresh take to the entire project of learning. It’s supported by a significant program of care, exemplified by an active, engaged wellness team, one situated in daily view of the students through their work and their placement within the facility. That attention is continued in a university counselling office that is as good or better than we’ve seen anywhere. If schools aren’t yet looking to York as an example of how best to counsel students in their move to post-secondary education, they should. In all, it’s not just about beginning early, and being attentive, it’s also about perspective, and the one evidenced here is, frankly, inspiring.
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" ... everyone is truly welcoming"
Mariam Omilabu - Student (Jan 23, 2018)
Being at Trinity College school is like moving away from home, feeling terrified and lost, then grad...
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"Beate Mundo Corde: Blessed are the pure in heart... truer words could not be said about the people of Trinity College School."
Benjamin Glassco - Alumnus (Jan 25, 2018)
"Beate Mundo Corde": Blessed are the pure in heart. Adorned on the school's crest and displayed on t...
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"I felt like the luckiest person in the world"
Jocelyn Murphy - Alumnus (Jan 26, 2018)
My time at Trinity was so special. I spent four years there in both day and boarding programs, and I...
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" ... a community that shaped me into the person I am today"
Lani Stern - Alumnus (Jan 23, 2018)
The York School is a community that shaped me into the person that I am today. The list of opportuni...
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"We feel it offers a high-quality program that is recognized internationally."
Glenn Asano - Parent (Dec 10, 2021)
Without hesitation, both our children (Gr. 8 and 11) cite their teachers at the school as being the ...
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"All three of my boys love The York School school and all for different reasons."
Heather Faralla - Parent (Jan 31, 2022)
I have three boys at The York School and started four years ago with my eldest in Grade 9. He is no...
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"TCS attracts motivated students locally, nationally, and internationally because we respect each person as we do their cultures. Day and boarding families alike realize that our campus is 100 acres of home, where our students quickly become a close-knit, extended family. Our faculty work with each student, using the right amount of challenge and encouragement to help each student realize what’s possible because we know that students achieve great things when they feel supported. Graduates develop that rare confidence that comes from knowing that they have been deeply understood and they start truly valuing themselves as well as others."
"A gender inclusive JK - Grade 12 International Baccalaureate (IB) school in midtown Toronto. Our Mission is to nurture curious learners to become globally minded leaders with integrity and purpose. We are renowned for our academic excellence, relationship-based approach and unparalleled preparation for university. Our teachers foster a love of learning and a community-oriented mindset on two urban campuses located on the subway line. Since our founding in 1965, we’ve believed that experience teaches; that’s why we take our students on local, national and international educational trips that challenge them to explore solutions to pressing world problems. As the first one-to-one laptop school in Canada, we embrace cutting edge technology that supports learning and ensures our students are future-ready. Our robust homeroom and advisor program gives students in every grade the opportunity to nurture meaningful relationships with teachers and peers, and engage in explicit social-emotional learning. Our vision is for every student to thrive as their authentic self and reach their fullest potential in a community where relationships are built on empathy, trust and mutual respect."
"At TCS, each student is valued for what they uniquely bring to the community because individuality matters here. Our students are surrounded by people who only want the best for them. We support them to find their personal path so that they are ready to realize their potential. Graduates develop that rare confidence that comes from knowing that they have been deeply understood and they start what's next truly valuing themselves as well as others."
"We offer academically exciting programming that sparks student curiosity and engages them in real world problem solving. Our focus is to develop leadership, integrity, global mindedness and future vision. We work to empower every individual to reach their fullest potential and pursue ongoing growth. Renowned for our exceptional International Baccalaureate experience, we also boast unique, signature programs across all grade levels that engage, inspire and challenge students."
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"Students can get a fresh start and go as deep as they want, exploring, discovering, and focusing, with abundant options. Our variety of electives and co-curriculars offer students opportunities to try something new and go deeper with what they may already love. Faculty works with each student, with the right amount of challenge and encouragement to foster a high level of independence. Each student is valued for what they uniquely bring to the community because individuality matters here."
"97% of our parents selected The York School to enhance their child's academic abilities.
91% say they enrolled their child at The York School to help them find their passions.
92% selected The York School because of the opportunities that they will have once they graduate from The York School."
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"People see our buildings, they feel the community when they come onto campus. What they maybe don’t see, at least at first, is the work our faculty works with each student, using the right amount of challenge and encouragement to help each student realize what’s possible because at TCS students achieve great things when they feel supported."
"The York School is the first school in Canada accredited to offer the International Baccalaureate (IB) from Junior Kindergarten to university entrance. We have a strong working relationship with the International Baccalaureate Organization (IBO), allowing us to be on the cutting edge of IB innovation. Our graduates consistently score well above the IB world average. As Canada’s first one-to-one laptop school, we embrace technology that ensures students in every grade will be future-ready."
"At TCS, an excellent education means students remain open to learning throughout life and doing something positive with what they have learned. Our students realize their "why" as we nurture and further develop their good character."
"Since our founding in 1965, we've offered students an innovative, contemporary education. We’ve evolved to ensure our curriculum is informed by the latest research and gives students opportunities to explore solutions to current world problems. In the early days, our school uniforms were formal and traditional. Today, they’re more casual, practical and comfortable. In another nod to our modern approach to teaching and learning, our school motto Experience Teaches is no longer in Latin."
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For more than 140 years, Trinity College School (TCS) has been internationally recognized for excellence in educating young people. It is no surprise that our challenging and encouraging environment has helped TCS graduates gain entrance to top universities around the world, and that our alumni are leaders in their communities. But this is just half the story.
TCS has always been keenly involved in character development, as reflected in our mission, “developing habits of the heart and mind for a life of purpose and service.” Given the challenges facing our planet today, we know our students will be called upon to lead their communities, their colleagues, their cause and, in some cases, their countries. If we are to best prepare our students to meet these challenges, we must inspire them to become leaders of character, purpose and vision.
At TCS we think that the quality of character determines the quality of leader. As such, we challenge our students to establish worthy goals and to act to good purpose. We cultivate integrity in our students. We encourage honest and constructive conduct. And, on the strength of our people, our programme and our place, we help to develop leaders who are broad-minded, intelligent, thoughtful and confident.
If you are considering Trinity College School as a destination, I trust that this Web site will provide you with many of the details you desire.
However, in order to truly experience the strong, supportive community that is TCS, I would like to extend an open invitation to visit us in person. I can promise you that the caring and energizing environment that we foster and enjoy will prove unique from any other school you may have visited.
I very much look forward to welcoming you to campus.
Sincerely,
Stuart K.C. Grainger
Headmaster
The York School is an International Baccalaureate, coeducational, non-denominational school located in midtown Toronto. The International Baccalaureate curriculum, in simple terms, helps guide students in the junior grades to ask lots of questions, in the middle grades to question their understanding of the world, and in the senior grades to challenge themselves to be the very best version of themselves as they look towards the opportunities available at The York School and beyond.
We work hard to ensure all of our students embody our mission statement which is to “develop inquiring, knowledgeable and caring young people who are engaged citizens of the world.”
Please read more about our fantastic programming and opportunities on our website. I encourage you to make an appointment with our Admissions team to come in and experience The York School's inclusive, international and exceptional community.
Progressive
International Baccalaureate
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.
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.
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.
As our families and students appreciate, a high school diploma is only the beginning step towards achieving long-term goals of post-secondary education and career advancement. Our academic program is an opportunity for our students to show that they are capable of managing deadlines and completing specific tasks, which are important skills for any post-secondary program. Academic programming has been carefully designed to prepare students for the challenges of university study, and the wide range of courses, in addition to the School’s emphasis upon learning skills and a personal approach to learning, reinforce our compelling academic vision. We strive to provide opportunities to bring out the very best in every TCS learner by helping students balance their individual aptitudes, the requirements of the Ontario Secondary School Diploma and university admission requirements.
Our curriculum meets both the Ontario Ministry of Education and International Baccalaureate Programme requirements. Our IB approach is cross-curricular and project-based, which means that from English, to Arts, to Science and Technology, our students are studying similar themes and concepts that equip them with future-ready skills. We’ve also developed signature programs across all grade levels that engage, inspire and challenge students.
Discovery Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
Although TCS primarily takes a traditional approach to mathematics, critical thinking and the application of concepts and skills is emphasized in each course and at each grade level. Mathematics teachers are highly collaborative and develop course lessons and materials in teams. Students are also expected to work collaboratively and learn the importance of practice, critique and revision when working toward mastery. Students may avail themselves of a variety of learning supports including the use of the ‘Math Learning Center’ which is open to students throughout the academic day and three evenings each week. The use of technology (including graphing calculators, online interactive graphing tools and video lessons) is embedded in daily lessons and on assessments. Students with a passion for mathematics are encouraged to challenge themselves by sitting the University of Waterloo mathematics contests that run throughout the academic year.
The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. Students intrinsically appreciate the fascination of mathematics and explore the world through its unique lense. Students often describe themselves as “authors” or “artists”; a school’s programme should also provide students with the opportunity to see themselves as “mathematicians.” In the IB Primary Years Programme (PYP), mathematics is viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to memorize.
Mathematics courses primarily use the McGraw-Hill Ryerson published textbooks, designed for the Ontario curriculum. Some exceptions include AP Calculus (Stewart. Single Variable Calculus, Early Transcendentals, 7th edition) and AP Statistics (Bock, Velleman, De Veaux, STATS Modeling the World, 4th Edition).
Information not available
Students are required to use the Ti-84 series of graphing calculators. Students learn course specific calculator skills during lessons and may use them on assessments, including the final exam. Calculators with ‘QWERTY’ keyboards are not permitted.
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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.
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The development of language is not only fundamental to communication but also supports and enhances our thinking and understanding. Language permeates the world in which we live. The language learning process in the Junior School involves learning language, learning about language and learning through language. Students are provided authentic learning experiences to support their growth in oral communication, reading, writing and media literacy.
Process approach
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.
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.
At TCS, writing is used to harness and develop the power of self-expression. Texts studies serve as models for students’ own writing and to stimulate their creative faculties. There is a focus across disciplines on using language with precision and clarity, and incorporating stylistic devices appropriately and effectively. For example, in the AP Language & Composition course, students not only deconstruct the rhetorical and literary merit of pieces, but learn how to craft their own compelling arguments. In the lower grades we specifically teach grammar and vocabulary is taught through literature.
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Equal Balance
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 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.
The science program at TCS has been developed such that students learn the essential content and skills that will prepare them for the challenges of the next grade level, beginning from Grade 9 and leading to AP courses. Grade 9 and 10 science classes introduce students to the disciplines of chemistry, physics and biology and explore the interrelationships between science, technology, society and the environment. There is a focus on student-directed approaches to inquiry to give them greater ownership in the experimental process and collaboration with lab peers. The importance of fair, unbiased experimental designs to test hypotheses is underscored, as is the proper graphing and written form of displaying and explaining data. Grade 11 and 12 science students will continue to refine these skills as they engage with more in-depth content. Problem solving and analysis skills are emphasized in order to further develop their critical thinking.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
English courses at Trinity College School are designed to enhance students’ abilities to critically analyze and appreciate literature through the study of a wide array of novels, plays, poems, and short stories. Students focus not only on what a literary text means but also how a text conveys that meaning. Students are taught to use academic language coherently and confidently as well as to select reading strategies best suited to particular texts and particular purposes for reading. Our courses are thematically based and expose students to works ranging from the Elizabethan era to the 21st Century. Unique opportunities offered in our department include a Grade 10 cross-curricular English and History Travel Education course; AP Language and Composition; AP Literature and Composition; and a selection of Grade 12 courses that focus on a common subject, including Holocaust Literature, African Literature, Middle Eastern Literature, and Alienation Literature.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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.
In addition to teaching course content, a particular focus in our social studies curriculum is helping our students to be knowledgeable and discerning consumers of information, including both online and textual resources. Students are taught specific skills for developing and refining research questions. We also work to develop proper research techniques and skills for verifying and authenticating online information. Students are also given various opportunities to communicate their knowledge, in spoken, written and multimedia formats.
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Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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.
The delivery of the social sciences and humanities at Trinity College School seeks an equal balanced approach between perennialism and pragmatism. Fostering a strong theoretical understanding of the relationship between politics, culture, and the economy offers a staging point to critically analyse the issues of the day from a Canadian and global context. Students have an opportunity to explore current public debates about social justice issues and social policy. They critically examine the links between economic and social class disparities; religion; human rights; race, racism, and anti-racism, gender and sexuality; health and education; and environmental concerns on a local and global level. Students receive a solid foundation in research methods and theories, building their analytical skills in order to properly prepare them to contribute to making the world a better place, which is in keeping with our mission.
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
Fluency in the languages and cultures studied at TCS is critical training for contemporary citizenship. Literacy is the aim, one that affords connection preparing students for the 21st century. Languages, both classical and modern, challenge students to blend critical thinking, analytical practices, and performative advocacy in ways that highlight the interplay of curricular application and extension. A variety of efforts are made to facilitate cross-disciplinary study stemming from student interest in topics that encourage collaborative, creative thinking using a cultural framework. Language is the tie that binds communities affording students the occasion both to learn how to speak and how to listen.
At The York School, there is an emphasis on authentic contexts and fluency.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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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.
The Arts are driven by passion, imagination, creativity, discipline, energy, and joy. This is what we work with every day to produce artistic thought, feeling, and action through music, drama, and visual art. We love what we do and we do it well. Our students graduate with a life-long love of the arts and a deep understanding of culture and their place in it.
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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.
The Computer Studies Department is partitioned into two streams, Communications Technology and Computer Science. Within each stream, students develop skills that allow them to explore the fundamentals and use of computers, and applications within, and apply their skills to produce varied and creative work. The Communications Technology stream emphasizes the creative process, and how technology aids in the development of unique products. Digital graphic design, photography, sound production and videography are the primary concepts of these courses, each implementing rigorous critique and focusing on the design life cycle. Within the Computer Science stream, students gain a deeper understanding of computers, and learn how computers can be manipulated to solve real-world problems. Areas of investigation include program design, computer hardware, algorithm analysis, big data, robotics, and electronics. While exploring these streams, students gain a better understanding of the power of computers, and learn to maximize their use in today’s world.
At The York School, our approach to technology is not about gadgets and gizmos – it is about a progressive approach to education and a school-wide commitment to innovation. We offer a culture of creativity that inspires teachers and students to think differently, explore confidently and adapt skillfully. This approach means that we are constantly searching for technological opportunities that will enhance learning. When exploring options and making choices about technology in the classroom, we focus on ways to enrich the IB inquiry method and to empower students and teachers to access the full potential of their imaginations. Led by our Learning, Technology & Innovation department, the school constantly adapts to technological opportunities that arise and responds with new initiatives and programmes. We regularly assess the needs of our community and participate in a rigorous process of goal setting and reflection each year.
Web design
Robotics
Computer science
At TCS, health and physical education (HPE) is mandatory in grade nine. Courses are offered at all grade levels, including focus courses such as large group games (grade 10) and outdoor education (grade 11). Two grade twelve course options exist with Intro to Kinesiology, and Fitness Leadership. Teachers in the HPE department are experts in the field of healthy active living and many are high level coaches. More importantly, the teachers in HPE department are caring individuals, who strive to see students achieve personal achievements, reach goals and have fun during the experience. The knowledge and skills acquired in HPE courses at TCS provides students with the physical literacy and health literacy they need to lead healthy, active lives.
Physical education is more than just students participation in sports and games. The focus is on developing transferrable skills that promote physical, intellectual, emotional and social development. One of the main goals of the physical education programme is develop an appreciation and understanding of the importance of living a healthy lifestyle.
Academic
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.
Our play-based, inquiry-driven, full-day, all-inclusive Kindergarten program empowers young children to become agents of their own learning. Inquiry-driven learning guides students to ask questions, research, experiment, think critically and draw conclusions. This approach promotes independent thinking, problem-solving and lifelong learning.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
With an average class size of 15 students, TCS provides a highly personal approach to learning. Students are supported inside and outside the classroom with dedicated faculty and substantial extra-help opportunities. All Senior School courses have a robust online learning management system to support student achievement.
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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”.
Trinity College School offers a broad and rigorous curriculum in which students may concentrate in areas of personal interest. At TCS, education is collaborative, rich in discussion, and writing-intensive. We believe that learning is an active process that fosters habits of the heart and mind while challenging all students to communicate effectively and to think both critically and creatively.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"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."
TCS has always been keenly involved in character development, as reflected in our mission, “developing habits of the heart and mind for a life of purpose and service.” Given the challenges facing our planet today, we know our students will be called upon to lead their communities, their colleagues, their cause and, in some cases, their countries. If we are to best prepare our students to meet these challenges, we must inspire them to become leaders of character, purpose and vision.
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
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. | ||||
Learning disabilities | ||||
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. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
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. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
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. | ||||
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. | ||||
Developmental | ||||
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). | ||||
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. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
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). | ||||
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. | ||||
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. | ||||
Behavioral and Emotional | ||||
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. | ||||
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. | ||||
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. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
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. | ||||
Physical | ||||
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. | ||||
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. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
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. | ||||
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. | ||||
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." | ||||
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). | ||||
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. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Students with Identified Learning Disabilities (full psycho-educational assessment no more than 3 years old) or other diagnosed needs, are supported through additional support programs such as Learning Strategies Courses, or Academic Support periods. Their test/exam accommodations are based on the recommendations in the psycho-educational assessment. They may include; Extended time, use of a laptop or scribe, alternative, distraction-reduced environment or additional breaks. TCS does not modify the curriculum.
Information not available
Students with clinically diagnosed learning disabilities can be successful at Trinity College School if they do not require modifications to the curriculum and if they are engaged learners willing to accept strategies and supports from their teachers. Generally, these students have LDs that are moderate in nature. Students who surface as having academic challenges while at Trinity College School, are provided with additional academic assistance, learning seminars, and strategies. If initial supports do not improve the status of student achievement, the school may recommend a full psycho-educational assessment to investigate the nature of the academic challenge.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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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
6 - 12
33%
2%
$20,000
$5,000
75%
20%
5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Dec 01, 2023
Rolling
Not available
Yes: grades 5 - 12
Yes: grades 6 - 11
No
Yes: grades 6 - 11
No
Yes: grades 6 - 11
Yes: grades 5 - 12
No
No
No
No
No
Trinity College School take a holistic view during the admissions process to determine a candidates suitability for our program in an effort to determine fit in three broad categories, academics, extra curriculars and community. Applicants that can demonstrate that they will thrive in our challenging university program, participate in athelitcs, arts and extra curricular programing as well as be a positive member of our caring community are likely to gain entry and thrive at TCS.
- Demonstrated ability to thrive in an academically rich and challenging environment. - Evidence that the applicant will add value to The York School community and their aspirations and expectations align with The York School’s mission. -Open minded and curious; enjoys trying new things; recognizes that failing is often part of learning and growth.
Admission Requirements
Admission to TCS is based on:
How to Apply
There are eight essential pieces of information that must be received by the School before a candidate's file will be considered for admissions:
Send to:
Admissions Office
Trinity College School
55 Deblaquire Street North
Port Hope, ON, L1A 4K7
Canada
Prospective families are encouraged to visit The York School's website to view the complete list of application requirements. Applications are started online by clicking "Apply Now" on the website.