Transformative Teaching and Learning

UTS graduates love learning, take initiative, and innovate as globally responsible global citizens.

Marc BrimsHead of Academics
Cresencia FongHead of Teacher Learning, Technology, and Research

Extra credits for UTS students

At UTS, students in F1 (Grade 7) to M3 (Grade 9) take ten subjects per year, allowing them to gain a breadth of knowledge across a range of disciplines, and in the process earn two more credits per year than students at any other Ontario secondary school. This means than as early as F2 (Grade 8), students begin to take Ontario Secondary School Diploma (OSSD) credits, and by the time they finished M3 (Grade 9), most UTS students have already completed on average 14 credits, which is almost half the credit requirements for the OSSD.

Extra teaching time for UTS students

Thanks to our enriched and accelerated academic program, UTS students receive up to 25% more teaching time than what is offered at other Ontario secondary schools.

An in-depth liberal arts education

As students enter the S5 (Grade 11) and S6 (Grade 12), they gain more depth in their classes and start to specialize their studies. Our liberal arts program means students can choose from three different arts, three different sciences, math, languages, and social science.

Teachers at UTS

We at UTS are proud of the high quality of our teaching staff, many of whom have earned PhDs, have been recognized with awards in their specialties, and who are all subject specialists.

The UTS Diploma

In addition to the Ontario Secondary School Diploma, UTS students receive the UTS Diploma, which consists of the traditional OSSD requirements plus an additional five to seven secondary school credits taken with enrichment and an addition 20 hours of community service.

Pathway to socially responsible global citizens

Student come to UTS with many talents and gifts, and when they leave UTS we want them to use their talents and gifts to make the world a better place. One of the ways we support that is through year-long learning themes that guide them through their time at UTS.

F1 (Grade 7) Year Long Inquiry
What does truth and reconciliation mean at a personal and political level?

F2 (Grade 8) Multi-Disciplinary Project
How do we become more sustainable for our future on earth?

M3 (Grade 9) Leadership Engagement
What does it mean to me equitable and inclusive in practice.
Learn more about Equity, Diversity, and Inclusion at UTS →

M4 (Grade 10) Service Learning
Through our Careers and Civics course and participation in the Youth in Philanthropy initiative, students develop personal goals and links to service learning in collaboration with non-government organizations serving the community.

S5 (Grade 10) Interdisciplinary Learning
Student hone their research, presentation, and leadership skills through their Guidance classes, AP Seminar course, and co-curriculars. 

S6 (Grade 12) Preparing for University
students take on leadership roles in and our of the school, have the option to pursue their passion within the AP research sources, and address real-world local and global issues through the UTS curriculum.
Learn more about how we prepare our students for university →

At UTS, my children know that if you focus on your love of learning, everything else will follow.

Will Burnfield P’23, ’24

There’s so much more to UTS than academics. This school helped me realize how much I’m capable of.

Maddie, Class of 2016

Our students have a lot of intellectual curiosity.

Gabrielle Kemeny, Drama Teacher

Innovation in Teaching and Learning

We support innovating teaching approaches to create deeper learning opportunities for students so they become more creative problem solvers, and better learners, strengthen their connection and collaborative skills with others, and build personal attributes such a self-direction and grit.

At UTS, we look at deeper learning through the “6 Cs”

  • Communication
  • Collaboration
  • Citizenship
  • Creativity
  • Critical Thinking
  • Character

We do this by designing learning experience that consider how to augment the learning environment beyond the physical classroom, how we can foster learning partnerships between students, teachers, and others outside of the classroom, how we can leverage digital tools, and how pedagogical practice can drive these digital tools. Learning experiences are designed to integrate relationships, equity, wellness, and belonging.