Navigating School Admission Decisions

Congratulations – you’ve decided you’d like to send your child to an independent school in Toronto. Maybe you’ve applied to several schools, or perhaps you’ve narrowed it down to a handful. No matter how many schools you are choosing from, navigating the private school admission process and then making an admission decision can be confusing and stressful. Here are some helpful tips to help you throughout the school admission process:  

Application Deadlines

Generally, schools will accept applications at any time – especially schools with rolling admission (more on that below). That said, most schools will only accept applications for the current application cycle (i.e. you aren’t able to apply for September 2018 until fall of 2017). Some schools incentivize families to get their application in early (e.g. by reducing the application fee). However, the general rule of thumb for a September start is that you should have your application in by December of the previous year. Independent schools should clearly state on their website when their application deadline is.  

Understanding Rolling Admission Versus a Common Offer Date

Schools adhering to a “rolling admission” process (e.g. The York School’s Junior School: JK – Grade 5) will typically accept an application at any time during the admission cycle and will fill spaces as they are available. If you are applying to a school with rolling admission (they should specify this on their website or in prospectus materials), expect an admission decision shortly after completing the process and be prepared to accept or decline an offer of place in a timely manner or the offer will expire.

There is a consortium of top independent schools in Toronto that adhere to a “Common Offer Date” (e.g. The York School: Grade 6 – 12, UCC, Branksome, Havergal, Greenwood etc.) These school all wait for the same agreed-upon date to let applicants know if they have received an offer of place. For the 2017 Admission Cycle, the Common Offer Date is February 24, 2017. What’s great about this arrangement among these competitive schools is applicants can consider all of their options at the same time. For many students and parents, “Decision Week” can be a stressful time – especially if an applicant doesn’t get an offer to his or her top choice school.  

After the Common Offer Date has passed, most schools will revert to rolling admission.

Admission Decisions

There are three general admission decision outcomes: Offer, Waitpool, or Reject.   

Dealing with Rejection

If after reviewing an applicant’s complete file (including assessment and  admission interview results), the Admission Committee at a school concludes that the applicant is not mission appropriate (most often due to academic, language proficiency, behavioural, or philosophical mismatch), the family will be notified that the school will not be offering the applicant a place. While this is not an outcome anyone wants, the best way to avoid a rejection is to do your research on the front end. For example, if your child is consistently getting Cs, you may want to avoid applying to an academically rigorous school that requires an average of at least a B.

 Stickhandling a Waitpool Decision

It’s vitally important for families to understand that being given a waitpool decision does not mean that the applicant is not qualified or mission appropriate for the school. Independent schools receive many more applications than there are spaces available, and Admission Committees are tasked with the difficult job of determining who to offer a place to and who to place in the waitpool. Some of the things considered when making these decisions include:

  • How likely is it that the applicant would accept an offer? If the Admission Committee isn’t certain the applicant would accept an offer because another school is his or her top choice, they might be more likely to give a waitpool decision. So, make sure you have sincerely communicated with your top choice school.
  • Does the applicant already have a sibling at the school or is the applicant’s sibling also applying to the school? Most Admission Committees give preference to sibling and legacy applications as they want to keep siblings together in the same school whenever possible.
  • What is the gender balance of the class being built? This is a focus in co-ed schools and most have policies related to gender balance. The York School, for example, will not go past a 60:40 ratio in either direction even if it means a smaller class in the end or having to waitpool exceptional applicants.
  • What is the applicant’s learning style and personality? The Admission Committee is trying to create as diverse a class as possible – this means a blend of introverts and extroverts, academic superstars and students needing learning support.

A waitpool is not a “top-of-the-list, first in list”. Waitpools are made up of unranked, mission appropriate applicants and Admission Committees will revisit their waitpool and select the most desirable applicant based on all the considerations outlined above. Make sure to let a school know if you want to stay or be removed from their waitpool.

Managing Offers

Students applying to more than one school may find themselves in the position of being offered places at two or more of them. If the student has a clear top choice school, the decision is easy. However, in many cases, applicants like different schools equally for different reasons and really struggle to decide between them when given multiple offers. Figure out what you need to know to help make the decision. Ask if you can connect with a particular teacher, coach, current student, or current family. Find out if you can come back for another look at the school during “Decision Week”. Schools should be willing to help you access the information or people you need to help make the right decision.

Good luck!

-Natasha Estey, Admission Officer, The York School Middle & Senior School

For more information on The York School’s admission process from JK to Grade 12, please contact

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5 Steps to Help Students Find Balance

The holiday season is rapidly approaching and our beautiful extended fall is coming to an end. The days are getting shorter and the lazy days of summer seem to be a distant memory. At this time of year, many adults find themselves busy, tired and often times stressed. This is not just an adult problem. Students, too, are struggling to balance between academic demands, packed schedules and commitments that often exceed both their time and energy. It is well documented that rates of anxiety in young people are on the rise. Parents and teachers are often left wondering, how do we help? What steps can we take to support healthy coping in children?

The York School’s Director of Student Wellness offers her list of 5 things parents can do at home to help their children reduce stress and anxiety:

Prioritize sleep. Children and adolescents are chronically overtired which takes a toll on both physical and mental health. Many adolescents are woefully shy of the American Academy of Sleep Medicine’s recommendations that 13-18 year-olds get 8-10 hours of sleep. Lack of sleep diminishes their ability to think, self-regulate and cope with stress.

Nourish their brains. Guide children to make healthy food choices, avoiding excess sugar and processed food. Breakfast provides important fuel for the day, make this a nutrient dense meal you share together. Involve children in meal preparation to foster engagement around healthy eating

Establish limits on technology use. Young people need time to disconnect and unplug. Phones at the table interrupt conversation and phones in bedrooms disrupt sleep. Young people require a break from the constant social navigation that social media engenders. Children look to their parents as models, so ask yourself, what is your relationship to your device?

Seek balance. Consider whether your child has enough time to “chill out” or engage in unstructured play. Are their commitments exerting excessive demands on their time and energy? Are they truly passionate about their activities or motivated by the increasing pressure for young people to excel in multiple domains. 

Respect family time. Carve out time for your family to come together and emotionally connect. Don’t underestimate the importance of time together – eating dinner together as a family has protective value in the lives of young people.

The York School’s strategic vision of supporting the whole child is predicated on the belief that wellness is integral to student success. We are committed to working with parents to nurture healthy, engaged, resilient students. As the Director of Student Wellness, I encourage you to reach out with any questions or comments at any time.

Elissa Kline-Beber, MSW, RSW
Director of Student Wellness

Click here to download slides from Elissa Kline-Beber’s recent presentation, York Talks: Wellness. 

For more information on The York School’s Student Wellness Programme visit us online at or contact Elissa Kline-Beber, Director of Student Wellness:

Why the IB Programme is a Passport to the World

The International Baccalaureate (IB) Programme is a world-leading curricular framework that emphasizes inquiry and encourages students to become active and compassionate lifelong learners and true citizens of the world. The goal of the IB Programme is to inspire students to become risk takers who are open-minded, principled and reflective. 

ib programmeRecognized around the world, the IB programme is the ultimate passport in an increasingly global context. Since its inception in Geneva, Switzerland in 1968, the IB has grown into three interdisciplinary programmes for students aged 3-19, all of which are offered at The York School. The result is a seamless progression of skills and learning that supports students through every stage of their development and prepares them to excel in any university programme.

With a 100% university placement rate, The York School supports our graduates in developing the capacity to promote cohesion, collaboration and change. They attend the best universities in the world and then become leaders in their professions and citizens who make a difference.

“York showed me that ‘experience teaches’ and pushed me to try new things. Through classroom activities, and unique opportunities like Challenge Week, I discovered new interests and learned how to confront challenges. The York School’s fantastic academic programming and resources set me up to do well at university, as I had already developed the necessary skills for essay writing and test taking. The IB programme developed vital critical skills, and York Faculty were always there to inspire us to reach our full potential, not just academically, but in every facet of our lives.” 

– Caroline Leps, 2015 Rhodes Scholar (The York School, Class of 2011)

What is the IB Diploma Programme (DP)?

ib programme diplomaA challenging two-year programme, the Diploma Programme (DP) is for students in their final years of high school. Students earn a qualification and an IB Diploma, which is recognized globally as the gold standard in education. The DP teaches the oral, writing, research and analytical skills necessary for success. It also promotes well-roundedness through the Creativity, Action, Service (CAS) requirement that immerses students in experiences beyond the classroom and enriches their understanding of themselves and their world.

What are the Benefits of Choosing the IB Programme?

Global research highlights the many benefits of choosing to pursue an IB education and, in particular, an IB Diploma. Looking at the pathways and outcomes of Diploma Programme students at public and private high schools in the United States in 2005 and in 2008, studies show that:  

  • 92% of IB Diploma Programme students graduating from US high schools in 2008 enrolled in US post-secondary institutions
  • Of all the Diploma Programme students who enrolled immediately after high school graduation, 95% enrolled at a four-year institution (the national average is 60%)
  • The first year retention rate of Diploma Programme students enrolled in four-year institutions was 98% (versus the national rate of 77%)
  • The average four-year graduation rate for Diploma Programme earners is 84%
  • Diploma Programme students (both earners and non-earners) have a six-year graduation rate of 83% (versus the national average of 56%)

The IB Global Research department collaborates with universities and independent research organizations worldwide to produce rigorous studies examining the impact and outcomes of the IB’s four programmes.

Here are some interesting key findings from research on the impact of the IB Diploma Programme:  

The Higher Education Statistics Agency (HESA) in the UK examined the characteristics and trends of IB students (compared to A-level and other student groups with similar qualifications) at Higher Education Institutions (HEIs) and found that IB students were more likely to:

  • Enrol in a top 20 higher education institution
  • Receive Honours degrees or awards
  • Continue on to further studies
  • Be employed in graduate-level positions and higher paid occupations
  • A case study looking at the enrolment, progression, and achievement of Diploma Programme graduates at two universities in Australia found that Diploma Programme earners were more likely than their non-IB counterparts to be offered admission and to graduate within five years.

An examination of the impact of of Chicago Public Schools’ (CPS’) IB Programmes on postsecondary outcomes and experiences of their graduates found that Diploma Programme graduates were more likely than non-Diploma Programme graduates to:

  • Enrol in college
  • Enrol in selective colleges
  • Stay enrolled
  • Perform better once there

The University of Virginia conducted a study exploring how the Extended Essay (part of the IBDP) prepares Diploma Programme earners for university-level research and academic success and found that Diploma Programme graduates were more likely than Advanced Placement (AP) students to indicate they:

  • Felt prepared for college-level research
  • Were proud of their research
  • Intended to conduct future research

What are the Benefits of the IB Programme Extended Essay? 

A study among students and professors at two universities in the UK found that Diploma Programme earners reported that the Extended Essay strengthened their critical thinking skills and capacity for independent research. A brief published by the IB Global Research department looked at Key findings from research on the Diploma Programme (DP) core (i.e. Theory of Knowledge course, the Extended Essay, and CAS) and reported the impact of the Extended Essay on students’ success in Canada. This study found that Diploma Programme graduates indicated higher ratings than their non-IB peers on self-regulated inquiry learning and were less likely to view learning as just memorization

A study in Argentina, Canada, and the US that explored the implementation and impacts of Creativity, Activity, Service (CAS) found that student participation in CAS helped them to:

  • Develop an ethic of service
  • Become more caring, open-minded and reflective
  • Develop more self-confidence and maturity

How the IB Programme Offers Students Global Access

Every year, ACS International Schools surveys university admission officers (telephone interviews with 80 in the UK and 20 in the US) about different education programmes and exam systems. In comparing A-levels, Advanced Placement, IBDP, and Scottish Highers, among university admission officers in the US and the UK, where one is considered better than any other, the IBDP is considered the best preparation to thrive at university.

An IB education and, in particular, the IB Diploma Programme, is arguably the best preparation for university. Diploma Programme students learn how to manage their time, think critically and independently, develop civic mindedness, are accepted into the most selective colleges and universities in the world, and are successful in postsecondary studies. The return on investment in an IB education is high.   

For more information about the IB Programme at The York School, visit

Written by Natasha Estey, Admissions Officer, Middle & Senior School


Bergeron, L. 2015. Diploma Programme students’ enrollment and outcomes at US postsecondary institutions 2008-2014. Bethesda, MD, USA. International Baccalaureate Organization.

Key findings from research on the impact of the IB Diploma Programme

Key findings from research on the Diploma Programme (DP) core

The University Admissions Officers Report 2015

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How to Prepare for a Private School Fair or Open House

The fall is an exciting time for us – we get to meet new students and their families as they embark on their journey to select the right school. With a plethora of options available in the Greater Toronto Area, it’s important to be informed so that you can make the best decision possible for your child.

img_0970For many parents, a school fair or open house is usually the first opportunity to meet the school’s admission team. At the Our Kids Private School Expo (coming to Toronto on October 15th), parents have the chance to connect with hundreds of schools. But remember that no two schools are the same – each one offers its own unique advantage that may or may not be the right fit for your child.

Here’s how you and your child can prepare for a private school fair or private school open house:

Create a shortlist of schools

 By shortlisting a few schools, your search becomes more targeted and this will help you navigate the process. To determine a shortlist, we usually recommend about 4-5 schools. Your list may narrow down schools by certain criteria, for example academic curriculum such as IB vs. AP, co-ed vs. single gender, extracurricular activities, engagement opportunities for your child, tuition, location and much more.  

Prepare a list of questions to ask the Admission Director

 There’s lots to ask – don’t be shy and try to get to every one on your list. The Admission team appreciates engaged and inquisitive parents. We also recommend that you speak to your child beforehand to find out their questions, concerns and their feelings about attending a new school. This will ensure that both you and your child are comfortable when it comes to your final decision. While asking all of your questions, try to make a connection!

Make a date to visit the school with your child

 Find out the dates for the school’s open house or explore if there are other events or opportunities for your son/daughter to experience life inside the classroom. The more opportunities you have to experience the school, the better informed you will be when making your decision and ultimately the more comfortable your child will be. Be sure to register and attend admission events if you are available. You can sign up for one of The York School’s open houses here.

Keep in touch

The Admission team will want to hear from you after the fair or event. Admission teams are always busy, and meet several hundreds of families per year. To ensure that you are building a strong relationship with the school, it’s a good idea to stay in touch. Additionally, it’s important to try to connect with some of our Parent Ambassadors – hearing from existing parents can be a huge help in the decision making process.

A private school fair or expo is clearly a great opportunity to gather information, ask lots of questions and ensure that you are guiding your child toward the right school. Be sure to make the most of this time by preparing beforehand and following up afterward – it will make a huge difference as you move through the admission process, and even more of a difference when your child finds the right school.

I look forward to connecting with you at upcoming admission events this fall!inquire-now

Praveen Muruganandan
Director, Strategic Enrolment Management
The York School 

To learn more visit:


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Top 10 Reasons to Choose An Independent School

By Natasha Estey – Admission Officer – Middle & Senior School

Screen Shot 2016-08-09 at 11.01.39 AMApproximately 120,000 students in Ontario and 350,000 students across Canada attend independent schools. But, what is an independent school and what’s the different between independent and private? As opposed to private schools which are for-profit organizations with few checks and balances, independent schools are not-for-profit institutions that are accountable to a board of directors. They are also accredited by associations that demand particular standards. The York School, for example, is an independent IB Continuum School accredited by NAIS (National Association of Independent Schools), CA+IS (Canadian Accredited Independent Schools), and CIS (Conference of Independent Schools).

So, why choose an independent school? Other than growing disappointment in the public or separate school system, here 10 of the reasons why parents choose independent schools for their children:

# 1) Smaller class size.

This matters for a few reasons. Students have greater access to teachers and receive individualized, more one-on-one instruction. Smaller classes are better learning environments. Students are truly known as individuals by their teachers and school administrators – a student isn’t just a number in an independent school. The average class size at The York School (for students in Grade 1 and up), is 18-20 students. Class sizes are even smaller in our JK and SK classes. 

#2) More academically rigorous.

At independent schools, students engage in learning in an enriched and focused setting that emphasizes academic quality and allows students to maximize their intellectual potential. Independent schools tend to exceed provincial curriculum standards. And because independent schools are accountable to their clientele, if they don’t achieve desired results, parents will find a school that does. At The York School, over 80% of students are on the Ontario Honour Roll and IB Diploma scores are consistently in the 33 or 34 range – that’s five to six points above the global average.

#3) Quality and dedication of teachers.

Independent school teachers are highly qualified. Being an Ontario Certified Teacher is a baseline. Many independent school teachers also hold a Master’s Degree or a PhD in their subject area. At independent schools with specialized frameworks (e.g. an IB World School), teachers will also have further training to teach within that framework. Independent schools also invest heavily in professional development for their faculty, so teachers are always up-to-date on best practices. In independent schools, teachers are accountable for student learning and will regularly meet with students outside class time or facilitate extra help or review sessions on their own time. Unmotivated teachers don’t last in independent schools.

#4) Safety.

It’s true! Of course, not all public schools are dangerous and not all independent schools are safe, but if public schools are perceived as having a higher risk of violence, truancy, bullying, or exposure to negative social influences, independent schools that focus heavily and proactively on the safety and good conduct of students are a very attractive option.

#5) Better preparation for post-secondary studies.

Independent schools prioritize preparing students for post-secondary education. Students educated at independent schools go to top universities and colleges both domestically and internationally. Independent high schools have dedicated Guidance Counsellors or University Placement Counsellors whose modus operandi is providing students with the support they need to graduate successfully and be admitted into a desired post-secondary institution. The York School has a University Placement department as well as its own app called Beyond York to help students navigate their path to university.

#6) A balanced educational programme.

Students need balance, even at school. Independent schools have the resources and flexibility to emphasize specialties like the arts, technology, and athletics combined with academics. A balanced programme supports the whole child and nurtures the innate curiosity and multifarious interests and passions that students have. The framework of the IB Primary Years Programme at The York School is a great example of a balanced approach. Students learn about significant concepts like “how the world works” through units of inquiry like “the five senses” that interweave subject areas as broad as math, art, social studies, and physical education.

#7) Extracurricular activities.

In tough economic times or as a result of labour disruptions, the first things to be cut in the public school system are the “extras” like sports, arts programs, and other extra- or co-curricular activities. But, we know there are a number of benefits to co-curriculars (outlined in an earlier York Connects blog post). Independent schools are known for their strong extra- or co-curricular programmes. They also have the facilities (e.g. a running track, an art studio, maker labs) and resources to support these programmes. The York School fosters a culture of engagement in Student Life providing opportunities for students to get involved in activities as diverse as ultimate frisbee, debate, chess club, open studio, honours jazz band, and computer coding.

#8) Opportunity for parental involvement.

Independent schools expect parents to take an active role in their child’s education. Parents may find that an independent school is better set-up to support their willingness and time to contribute. While there are many opportunities for parents to get involved at all levels, the degree of participation is often greater among parents of children in the elementary grades. That said, independent school parents find ways to apply their experience and talents in various ways and for the duration of their child’s years at school. At The York School, for example, parents can be Class Parents, take photographs at events, volunteer in the library, be part of the annual gala committee, be a chaperone on a field trip, run the registration table at a school open house, be a Parent Ambassador, or visit a class as a guest speaker. Parental involvement and collaboration is integral to an independent school’s success!  

#9) Shared educational approach or philosophy.

Independent schools clearly articulate their mission, vision, and values and expression of their educational philosophy and approach (e.g. Montessori, IB, Waldorf). A school’s values are reflected in its Strategic Plan and Code of Conduct. Choosing a particular independent school means you share their values and philosophy. In this way, choosing an independent school means you also get to choose your “tribe” – a community which includes like-minded parents, students, teachers, administrators, and alumni. The York School community embraces its mission to develop inquiring, knowledgeable, and caring young people who are engaged citizens of the world and the pillars of its Strategic Plan (deliver academic excellence, develop engaged citizens of the world, support the whole student, provide a dynamic learning environment, and enhance our long-term sustainability).  

#10) Focus on character development.

Preparing students for the next step in their education is only part of the equation at independent schools. The development of a student’s character and their personal development goes hand-in-hand with academics. As an IB Continuum School, The York School teaches students how to be: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. The newly formed Department of Student Wellness and Department of Student Citizenship at The York School reflect a belief that focusing on the social, emotional and physical health of students will allow them to be better academically and have strength of character and vision to become capable citizens to their school community, their country, and the world.

To read more about The York School, visit our interactive online prospectus.



Innovate to Educate: Bringing Technology into the Classroom

Technology for Teaching and Learning in 2016:

A Q & A with Justin Medved, Director of Learning, Innovation & Technology at The York School

Natasha Estey, Admission Officer, sat down with Justin Medved, The York School’s Director of Learning, Innovation & Technology (and a Google Certified Teacher) to learn more about trends in educational technology in 2016.

NE: How would you describe what you do as Director of Learning, Innovation & Technology at The York School?

JM: The traditional “tech director” – someone who keeps the lights on and keeps things repaired – has very much changed. The value that technology brings to a school isn’t just about keeping the printers working. The value is the compelling ways we use technology to enhance teaching and learning. First and foremost, I am responsible for learning and the degree to which technology enables that. I see my role as three concentric circles: learning, technology, and innovation. Where those three circles intersect is where I play.

I am in charge of envisioning the kinds of tools we use, the way that we teach staff and students about those tools (e.g. professional development, curriculum mapping), and then where it’s all going. I am on the pulse of looking ahead at what’s coming next (e.g. 3D printing, maker movement) – someone has to be the steward of it. A lot of schools don’t have this kind of organizational chart. I leap those bottlenecks to innovation by having a seat at the executive table and having a ton of autonomy and a budget to enable it. There’s nothing in our way.   

NE: At The York School, our approach to technology is “innovate to educate.” How are we uniquely positioned to be at the forefront of innovation among independent schools?

JM: You’ve got to try it and it may fail. The York School’s culture is built on the back of that. We have tech sessions embedded into the work day – which we actually may rename to learning and innovation sessions because they’ve morphed more into being these incubators of ideas and celebrating ideas and constant risk-taking. Very few schools do this. They might have one PD day quarterly or one full tech-focused PD day every once in awhile. The fact that my team and I are having conversations with teachers every other week all year every year and it’s built into the fabric of working here, that differentiates us hugely.

The next piece would be the extent to which we are resourced with not only the [technology, learning and innovation] team that we have, but also by supporting things like the Google Apps for Education. There is PD support for going to Google Apps for Education conferences. That’s big.

And at the curriculum level, the MYP Design course from Grade 6 to 8 is a place that’s naturally a differentiator. Inquiry as a PYP philosophy lends itself well to just being really free-thinking and finding the best ways to yield the outcomes of the Programme of Inquiry and that ultimately involves technology given the resources we have. And then you move through the Integrated Canadian Experience (ICE) Programme in Grade 9 and other pieces… We have all these little pockets all the way through.

NE: It is a very exciting time for technology in education. There is just so much going on in that space right now. In light of that, can you share some of the technological opportunities that will enhance both teaching and learning that you are most excited about in 2016?

JM: The Google Apps platform continues to be a great one. We’ve added elements to it like the Chromebook piece in Grade 6. The platform is so solid. The ecosystem partners and apps that we’re taking advantage of are innovating on it. We’re able to embed a whole assisted learning toolkit on top of Google Docs which allows us to leave voice comments, do all kinds of highlighting and researching, read back and play back, voice detect, text-to-voice. You name it. And all with a few clicks. Evaluating the tool, piloting and seeing it, finding the money, and getting it in – that cycle is so smooth and we’re able to go there in such a short amount of time and support the teachers. That piece is just ripe for innovation.

In terms of where the world is going in 2016, Tim Cooper (MYP Design Teacher at The York School) just got accepted to the Raspberry Pi Academy which is essentially this growing community of teachers much like the Google Teacher Academy. Raspberry Pi is an innovation in computing – low cost computers that run on Linux. I’m talking super-low cost. You can buy them for as low as $20. The Raspberry Pi is essentially a whole ecosystem. It’s so transformative. So, for example, if I wanted to solve a problem around noise in my community and I wanted to demonstrate that noise around this particular area was above a certain threshold of decibels that were beyond the legal limit, and I needed a way to prove it, I could take a Raspberry Pi computer, get the partner sensors, build a little house for it, set it up, monitor it, and collect the data. I’m given all this opportunity to figure out a problem, design a solution, build the solution, and test the solution. There’s so much amazing learning in that.

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Filmmaking continues to be something that’s just amazing at The York School. Something we bought for the film students is a DJI Osmo. It’s basically replacing a $60,000 camera.

This is every student’s iPhone. This is a 4K mounted gimbal. So, in your hand, you can actually replicate shots that would have required a full chest mount or a track-mounted camera.

NE: And it’s hand held. When most video recording on cameras is at a high definition level anyhow, there’s a lot of opportunity in that.

JM: Look at this episode of YorkTV. It was done in one take using the DJI Osmo:]

If the students had used the traditional three-point tripod on wheels, you’d see all the shakes and bumps in the floor. We have two students here: one with a boom mic and one with the camera and DJI Osmo, just walking backwards. And if you take a look at the quality of the video, the colours are rich, it’s giving you this 4K quality. We can do some of the coolest stuff!

IB Film students used the DJI Osmo for a video they made about their film trip to LA:]

All this was shot on the gimbal. Some really cool shots, like an Entourage kind of shot. And look at the colour! It’s just about knowing what’s going on and thinking differently about what we want our students to do and how we want them to shoot. We take another step and we give them the DJI Osmo and then it’s all about shot selection and telling their stories.    

NE: Finally, tell us a success story from this year when technology provided an opportunity for teachers and students to share the journey of learning and to enhance their exploration and discovery.  

JM: A good one is about the Integrated Canadian Experience (ICE) Programme infographics project which stemmed from the idea of how do we get students to share their learning in a non-traditional way that comes across at a level of polish that we want to reflect the importance of the programme? We used a service called PikoChart.

We gave every student a pro account. Then we scaffolded that learning. That synthesis, that skill, is hard. How do I take a whole bunch of stuff which is so easy to regurgitate in paragraph form, synthesize it through the lens of how to best visually tell this story, and really tease out the most important bits. They did a really good job which was their first foray into practicing for the final.

Screen Shot 2016-06-22 at 4.06.28 PM

Finally, a lot of teachers are playing with the iPad at The York School. We ran the iPad pilot last year and we’ve extended it so now we have iPads as an accompanying tool for teachers along with the laptop. We have that in JK, SK, Grade 1, and Grade 2. All math, science, and physical education teachers in the Middle and Senior School have one. And what we’re seeing is through some of the really cool ecosystem partner apps, people are doing some awesome stuff. From Phys Ed through to Science, just having easy access to a camera; capturing student performance and then easily uploading it. Students have a Fitness Journal. In Grade 6 to 10, it’s the same philosophy: how can we show progress over time in an easy way and in a nice way. In one place, you’ve got every fitness test. And then using Hapara, teachers can see all in one place the entire input of a class. Previously, we would have done this on paper. Now I have direct access. Here’s the student. Here all all his scores. Here are his reflections. All in one place. The fact that I can, in two clicks, go into Hapara and then see how all the students are working, that workflow is just amazing.   

NE: It’s so powerful. And efficient.

JM: What’s the story of efficiency? It’s all about how quickly I can get feedback out to the student. That’s the innovation. We’re a leader in that space. Allow me to get feedback to the students more quickly and in a centralized place where the student knows how to get there quickly and the teacher knows how to get there quickly and everything’s all nice and neat and then you see the innovation happen. It happens when you take away all the low-hanging fruit (all the questions like where is it, what is it). We don’t have all those questions getting in our way.


Scheduling for Healthy Students with Smart Start

Screen Shot 2016-06-14 at 3.31.05 PMWhen The York School’s Junior and Senior School were located in a single building, we had a common start time. It made sense. Sort of.

We know that most 7 year olds are active, full of energy and ready to go first thing in the morning, while most 17 year olds are struggling to get out of bed. Academic studies, recent brain research, and years of experience tell us this is true. We are no longer in one building, nor are we in a one-size- fits-all community.

Welcome to Smart Start.

In September, The York School will implement new schedules catered to our Junior, Middle and Senior School divisions.


Junior School Smart Start
At the Junior School we will start at 8:15 a.m., which is only 5 minutes earlier to the existing start time, but when coupled with an end to formal class time at 3:45 p.m. (instead of 3:30 p.m.), the change is drastic. Junior School students are their academic best in the morning so we’ve extended morning periods to focus on literacy and numeracy. Most important – at least to the students – an afternoon recess will be added. (Parents, this is for you, too!)


Middle School Smart Start
In the Middle School, we continue to focus heavily on social and emotional health. The Middle School start and end time will not change (the school day remains from 8:30 a.m. to 3:30 p.m.). What will change is how we use our time; homeroom teachers will have 40 minutes with their students each morning, in addition to the two other subjects they will teach their students. They will also have a 10-minute check-in at the end of the day to assist students with executive function strategies. Our teachers asked for additional time to connect with their students each day and this change to the schedule will provide them with the contact time for productive and meaningful progress.  


Senior School Smart Start
At the Senior School, classes will begin at 9:00 a.m. That means an extra half hour of sleep for teenaged students. It means early morning practices start at 8:00 a.m. (not 7:00 a.m.!) which will encourage more students to be active and participate in our Gladiator Athletics programme. In addition, 40-minute classes will close out the academic day on Mondays, Wednesday and Thursdays, with online options that will reduce stress and missed classes for students involved in sports and extra-curriculars that take them out of the classroom.

The York School Smart Start promotes active lifestyles with increased possibilities for athletics and co-curriculars. The end result should be happier kids and increased academic performance, although those are just a pleasant by-product of supporting our children in making healthy life choices.

Click below to view the Smart Start schedule for all school divisions.


How to Prepare Your Child for a School Interview

Screen Shot 2016-06-14 at 11.32.26 AMProspective parents often ask the question “How can I help prepare my child for a private school interview?”  With Admission decisions right around the corner (the common offer date for Toronto independant schools is February 23rd), this question is top-of-mind for many parents. We have some helpful hints to consider when preparing your child for the private school interview process.

At The York School, we typically invite student candidates to participate in a full-day experience at the school. This allows our teachers, staff and other students to get to know your son or daughter in a more meaningful and holistic way. We know that ‘fit’ is the most important thing so consider some of these questions to determine whether a school is the right fit for your child:

  • How does the school cater to my child’s individual learning needs?
  • Does my child thrive in small class sizes of 18-20 students?
  • Is my child interested in a particular subject or sport?
  • How will the school prepare my child for university applications?
  • Does my child thrive in a collaborative or a competitive environment?
  • Is the International Baccalaureate programme right for my child?

For candidates applying for Grades 6-11 at The York School, the full-day experience is usually followed by a group interview. Why do we do this? We want to see how your child interacts with others. Are they collaborative? Are they reflective? Are they a good listener? Are they passionate?

Here are 3 ways to help prepare your child for their visit and interview at The York School:

1) Who am I?

Have your son or daughter ask themselves this question. Then take a few minutes to help your son or daughter consider 1-2 initiatives or exciting experiences that they have been part of and that reflect who they are as a person. Have them recount their story or explain their experience in an exciting way. This is a great way to make a lasting impression and demonstrate what makes your child is unique.

2) Why Choose The York School 

Help your child identify 2-3 specific reasons for why they are considering The York School. What exactly appeals to your child about the school and why? Perhaps they want to attend a co-education school. Have your child identifywhy co-education is important to them. The more your child knows about the school, the easier it will be for he or she to speak to the York School experience, and the better prepared he or she will be to succeed!

3) Think Outside the Box

Above all else, we want your child to enjoy coming to visit us. Parents should come up with some creative ‘outside the box’ questions to relax their child and prepare him or her to have some fun with the interview process. Here are a few popular examples of questions we’ve asked prospective students in the past:

  • If you could have lunch with anyone in the world, who would it be? What would you eat?
  • If you could travel anywhere in the world, where would you go? Why?
  • If you were the Prime Minister of Canada, what is the first thing that you would do?

At The York School, we are looking for students who are enthusiastic, creative, well-rounded, willing to try new things, and who love to learn. Whether your child loves art, math, music, design, film, science, history or all of the above, the group interview format allows them to tell their story while meeting other amazing applicants who may well be in their class next year.

We look forward to meeting you!


York School Admissions

How is The York School different from other top independent schools in Toronto?

What makes The York School different than other Toronto independent schools? How does The York School stand apart from the top private schools in Toronto? Good question.

We are more than a co-ed independent school offering the International Baccalaureate curriculum. The York School’s identity has truly been brought to life through our newly designed prospectus. Our approach? “Show – don’t just tell.”

As part of the school’s most recent strategic planning process, we reflected upon our identity and what our branding and marketing collateral could do to actively illustrate who we are as a school to prospective students and their families.

The illustrations are the work of UK-based illustrator and graphic designer Angelica Yiacoupis who worked alongside our team at The York School and Toronto design firm Agency59, to create an international and collaborative piece.

The design of this prospectus moves away from the traditional format and employs whimsical but sophisticated illustrations that present a rich, more metaphorical narrative, while reflecting the sense of innovation that is at the core of The York School. Both the digital and printed prospectus unfold in a way that immerses the reader in an engaging and unique experience – just like our school.

This new prospectus is animated and interactive, inventive and imaginative and it reflects who we are; progressive, contemporary, international, urban and unique. These words are the framework for our new prospectus. We hope you enjoy!

Visit The York School Prospectus website.

Co-education: the benefits of diversity

Why Choose a Co-Ed School?

Imagine creating a team of young people charged with solving a pressing social, economic or environmental challenge. Knowing that diversity drives innovation, you would stack the team with as many different perspectives and skills as possible.

You’d make sure you had math, science, social science and the arts covered. You’d grab the entrepreneur who started an online company during high school. You’d add the activist who helped build a school in Kenya. And you’d grab the software whiz who developed an app that interprets dreams – ingenious! Why? Because the more these kids can surprise and inspire each other, the more creative they will be.

Now ask yourself this: what are the odds that you would limit yourself to a team of all boys or all girls? Pretty slim, if you want to succeed. Not only would you overlook half the population, you’d also be missing out on important differences in perspective.

Here’s an example:The Rotman Net Impact Corporate Social Responsibility Case Competition at the University of Toronto draws teams from many of the best MBA programs in the country. This year, three teams from Ryerson swept the podium and every one of them was cross-cultural and cross-gender. As one member of the winning team put it, “diversity, including diversity of experience, is what drives success in business.”

Bringing together students of every background creates a culture of competence, creativity and compassion. That’s why co-education is the best preparation for students to take on real life.

Academic success in Co-Ed Schools 

Valid research shows no difference in academic achievement between co-education and single-sex schools. How do we know? Not from a cherry-picked study here or there with a small sample size. We know from meta-analyses, which combine the results of many, many studies to eliminate the wonky conclusions that pop up from time to time in poorly-conducted studies.

One example is from Professor John Hattie, Director of the Melbourne Educational Research Institute. A guru of meta-analysis in the realm of education, Hattie is opposed to making claims about what works in education based on limited data and only presents results from massive, combined studies. About achievement in math, for example, he says, “there was no support for the advantages of single-sex mathematics classes for either boys or girls….There are more powerful effects due to the quality of teaching and teacher expectations than whether a class is all one sex or mixed.”

In another meta-analysis published in 2014, combining 184 studies of more than 1.6 million students from around the world, the researchers concluded that “single-sex education does not educate boys and girls any better than co-ed schools.”

When it comes to learning and achievement, quality teaching and high expectations matter. That’s pretty straight-forward. But what about the different emotional needs of boys and girls?

Social-emotional development in Co-Ed Schools 

When it comes to the social development of children, co-education confers many benefits. Perhaps the most important is the messaging children receive about equality and similarity between genders rather than disparity and incompatibility.

Researchers who study child development have found that sex segregation “heightens the salience of gender in the classroom thereby reinforcing and increasing gender stereotypes.” In other words, when you divide children into single-sex groupings, they view the other group as outsiders and lose sight of the individuality of its members. This makes the clichéd labels of “boy” and “girl” more real.

Gender differences grow larger when girls or boys are separated and shrink when kids have genuine opportunities to work and play together. This is the crucial role that environment plays in the development of children.

What about the idea that boys’ and girls’ brains are so different that they need to develop within separate and customised environments? Neuroscientist Lise Eliot, who studies male and female brains at the Rosalind Franklin University of Medicine and Science, is continually surprised by this assertion.

“There is much more overlap in the academic and even social-emotional abilities of the genders than there are differences,” Eliot explains. “To put it another way, the range of performance within each gender is wider than the difference between the average boy and girl. The truth is that no mental ability – or ability difference – is ‘hardwired’ into the brain.”

University of Melbourne psychologist Cordelia Fine explains the costs of overstating biological brain differences: “The problem is, when you start talking about girl brains and boy brains, you are actually encouraging educators to do something that all educators understand they shouldn’t do, which is to put people in categories rather than to look at each child as an individual.”

Co-education is a philosophy of learning built on human connection. It emphasizes diversity and equality and prepares young men and women in very practical ways to work together and contribute meaningfully to the world.

After all, real life is co-ed.