455 Cochrane Drive, Unit 30, Markham, Ontario, L3R 9R4, Canada
16945 Bayview Avenue, Newmarket, Ontario, L3Y 4X2, Canada
1978
1842
295
510
Nursery/Toddler to 8
JK to 12
Coed
Coed
Day
Day, Boarding
English
English
Academic
Academic
Progressive
Progressive
15 to 20
18 to 20
Dedicated gifted school
$17,500 to $17,700
$34,700
$70,235 to $73,520
No
Yes
0%
0%
None
None
$0
$0
23
34
0%
22%
80%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Nursery/Toddler - 8
Yes: grades JK - 12
No
No
information not available
Pickering College was founded as the West Lake Seminary by Quakers in 1842 and, as you might expect, has had a long and interesting history since. Canada became a dominion, the school amalgamated, some buildings burned down, others were built up. It began as a co-ed school, something unique at the time, and as such provided an expression of the Quaker ideal that both sexes should be educated equally. It was also the first school in North America to offer a course in typewriting, symbolic of the school's desire to encorporate new ideas and technologies, and to educate students with an eye to the world they would enter upon graduation. Times of course have changed, though certainly many of the values that the school upholds today reflect those with which it was founded, including a desire to embrace new ideas and to support a diversity of interest. The ideal student is one who will thrive in a supportive yet challenging academic environment.
Read The Our Kids Review of Pickering College
Founded in 1978, Wishing Well is one of the older Montessori programs in the region, as well as the country, so has had a lot of time to develop its programs. Today it provides the foundational elements of the method, including a strong sense of place, as well as a wealth of opportunity to peer interaction. The Casa classrooms are of a size that the work well, allowing for mentorship relationships to develop naturally among the students. In addition, the administration has demonstrated a keen desire to develop the program with an eye to the kinds of things that students need when they advance to grade 9 and beyond, including a keen interest in developing 21st century literacies, including digital literacy and a robust science curricula. The extended care option, included in tuition, is understandably a very welcome feature for the families that enroll; it’s also a sign of the school’s attention to the needs of the parent community. The school has built a reputation on providing a strong, varied program based firmly in the ethos of the Montessori method, with an eye to educating students to be creative, confident, and social learners.
View full reportPickering College was founded as the West Lake Seminary by Quakers in 1842 and, as you might expect, has had a long and interesting history since. Canada became a dominion, the school amalgamated, some buildings burned down, others were built up. It began as a co-ed school, something unique at the time, and as such provided an expression of the Quaker ideal that both sexes should be educated equally. It was also the first school in North America to offer a course in typewriting, symbolic of the school's desire to encorporate new ideas and technologies, and to educate students with an eye to the world they would enter upon graduation. Times of course have changed, though certainly many of the values that the school upholds today reflect those with which it was founded, including a desire to embrace new ideas and to support a diversity of interest. The ideal student is one who will thrive in a supportive yet challenging academic environment.
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"...encouraged by their teachers to develop their learning skills."
Amy Wang - Parent (Dec 13, 2018)
My sons are always happy in the school. They have got the teachers’ help on their academics and ma...
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"I believe that the teaching at Pickering College is one of the strongest features of the school."
Shyam Subramanyam - Student (Mar 08, 2021)
As of writing this review, I am currently a grade 10 student at Pickering College. I began my journe...
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"...opportunities to mature, develop and demonstrate ownership, accountability, and responsibility."
Sonya Bonerath - Parent (Mar 22, 2021)
My daughter and son started their studies at Pickering College in grades 7 and 9. My daughter's joy ...
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"Delivering accredited Toddler and Montessori programs endorsed by CCMA, coupled with an accelerated Elementary program spanning Grade 1 to 8, our focus is on nurturing qualities like independence, creativity, collaboration, intrinsic motivation, and leadership. At Wishing Well Schools, students not only flourish in a supportive setting but also cultivate a sincere passion for learning. Upon completing their education, they carry with them the self-assurance to excel in academically demanding settings."
"At Pickering College, our fully-integrated Global Leadership Program (JK to Gr 12) inspires students to become agents of courageous, ethical and positive change with the confidence, knowledge and skills to shape the future. Our co-educational day and boarding school of 510 students is a safe and respectful community, offering exceptional academic and co-curricular programs. Our graduates leave us to attend the university of their choice, prepared to make a difference in the world."
"Wishing Well Schools distinguishes itself through a holistic learning environment, comprehensive Grade 1 to 8 programs, integration of 21st-century skills, and a focus on character and leadership development. With a 45-year legacy, we offer a trusted and time-tested education that prepares graduates not only academically but also with the resilience, adaptability, and leadership qualities for success in the evolving world."
"Our students experience a school that is intimate in size and global in perspective. The school is small enough that we are able to truly get to know each child, while welcoming a diverse and co-educational group of students both locally and from around the world. Along with our Global Leadership Program, this provides students with countless opportunities to consider the global context and discover their own place in the world."
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"Families opt for Wishing Well Schools due to its advanced academic programs spanning Grade 1 to 8, coupled with a 45-year legacy of excellence. The institution's commitment to character and leadership development, along with an emphasis on collaboration and project-based learning, resonates with parents seeking a comprehensive and forward-thinking educational environment. Wishing Well's dedication to academic advancement solidifies its position as the preferred choice for families."
"As a Pickering College parent once put it: “I would encourage other parents to enrol their child at Pickering College because quite simply, it is an oasis in the storm. A place of safety, strong community, values-based education, and leadership training. As a parent, I too am relearning along the way in terms of the importance of servant leadership and responsibility to others in our community at large.”"
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"Families at Wishing Well Schools often witness the vibrant and collaborative community, but one aspect that may not be accorded sufficient significance is the Quiet Waters Outdoor Education. The serene outdoor setting serves as a unique extension of the learning environment. Families may not fully grasp the transformative impact of outdoor education on their child's holistic development, including enhanced creativity, resilience, and a deeper connection with nature. Emphasizing the significance"
"We often say “The People are Pickering.” When you choose a school for your child, you are choosing more than a formal education, but the community of caring faculty and staff that will empower and inspire them. We refer to this as “finding the light” within each child - that inner potential that is waiting to shine upon the world. It is important to find a school that shares your family’s values, and we hope the welcoming and inclusive nature of our community will be that place."
"At Wishing Well Schools, families discover a strong community, individualized attention, innovative teaching methods, emphasis on emotional intelligence, a global perspective, opportunities for parental involvement, and a focus on lifelong learning. These unexpected aspects contribute to an enriching educational experience, surpassing initial expectations."
"Retaining a close relationship with our Quaker heritage provides a solid philosophical, moral and operational framework for our school. Our Morning Meetings play a fundamental role in the life of the school as a time that we join together in an atmosphere of respect, listening, trust, integrity, compassion and silence. The silence in Morning Meeting provides us time to reflect and take comfort, strength and joy from being in the presence of friends and find a sense of power and enlightenment."
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At Wishing Well Schools, we take pride in fostering an exceptional learning environment for our students. Within this nurturing environment, students not only achieve academic excellence but also cultivate confidence and a genuine enthusiasm for learning. Our objective extends beyond providing them with the academic accomplishments needed for entry into competitive programs post-elementary school; we also strive to instill in them the character and confidence necessary to emerge as successful leaders.
Our ongoing commitment to providing an enriched and forward-thinking educational experience for our students is continuously revised and enhanced. With so many emerging changes in the world, we aim to empower our students with a robust foundation, setting them on a trajectory towards academic excellence and success.
As we celebrate 45 years of educational excellence at Wishing Well Schools, we look forward to another 45 years marked by continued success, academic excellence, and the emergence of upstanding student graduates. Our enduring commitment to providing a nurturing and enriching environment sets the stage for an even brighter future, as we look forward to shaping the next generation of accomplished individuals. Here's to the ongoing journey of learning, growth, and success at Wishing Well Schools for the years to come.
Thank you for taking the time to learn more about Pickering College. Since our founding in 1842, thousands have walked our halls as Pickering College students. Our alumni have gone on to make a difference in just about every imaginable field and endeavour, both here in Canada and globally.
We are the only independent day and boarding school in Canada for students in Junior Kindergarten to Grade 12 that provides a comprehensive Global Leadership Program founded on Quaker values.
We celebrate diversity in all aspects. Whether through our commitment to providing a co-educational environment, or our unique approach to educating and developing the whole child through a focus on academic excellence, co-curricular distinction, character, and leadership development.
Our dedicated teachers deliver a fully integrated program that encourages students to realize their full potential within a challenging academic learning environment and where students are empowered to develop into courageous and compassionate global citizens fully equipped to contribute and provide leadership to their communities and the world at large.
As the new Head of School, I was drawn to Pickering College for its unique and inspiring community, not to mention its values, guiding principles and vision that embraces each student as an emotional, physical, and spiritual being.
I encourage you to proceed through these pages to learn how a Pickering College education uncovers all aspects of your child’s unique talents and gifts – academic, artistic, athletic and altruistic.
Dr. Cinde Lock
Head of School
Progressive
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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.
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.
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Wishing Well Schools delivers the Montessori curriculum from Toddler to age 6 and an enriched academic program following the Ontario Curriculum from Grades 1 to 8. We believe in teaching the skills of critical thinking, with a 21st century approach to teaching and learning.
Pickering College is an independent boarding (Grades 7 to 12) and day (Kindergarten to Grade 12) school for boys and girls in Newmarket, Ontario, Canada. Our programs offer unique opportunities in academics, arts, athletics, global leadership development and community service. • 100% university placement at top universities in Canada and around the world • Fully integrated Global Leadership Program (JK to Grade 12) • Dedicated and caring teachers who are specialists in their field • Challenging and engaging academic curriculum • Full recreational and competitive co-curricular program • Safe and supportive nurturing environment • Dynamic boarding program • Small class sizes and personalized attention at every grade
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
We use a variety of tools to help solidify math concepts and ensure automaticity and understanding of deeper mathematical problems. From Grades 4 to 8 we have specialized math teachers for all students. Included in our Math curriculum are our STEAM lessons where students are presented with problems using the engineering design process to solve. Coding is taught from Grade 1 to 6, with more intensive Computer Science taught in Grade 7/8.
Information not available
Nelson Math, Jump Math, iPads and various resources created by teachers.
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Calculators are used at more advanced levels of mathematics after students have learned important fundamental skills.
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Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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.
Our students learn to read during their Montessori years (age 3 to 6) in preparation for the advanced academic program in Grade 1.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Writing is carefully planned and focuses on developing technical writing skills as well as creative expression. Varied lessons focus on essay writing, media literacy, film analysis, poetry and song writing, creative writing in a variety of narrative formats, and non-fiction writing (such as writing blogs, websites, speeches, biographies, etc.). We have specialist Language Arts teachers from Grades 4 to 8.
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Inquiry
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science is taught using varied materials and approaches in an inquiry based setting (such as in our STEAM lessons) as well as a traditional setting. Project Based Learning is emphasized and students are expected to test their hypothesis using the scientific method. Specialist Science teachers teach students from Grades 4 to 8.
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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
Social Justice
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
We begin teaching literature from Grade 1 with careful selection of challenging classic novels and shorts stories, as well as modern, award winning literature. Shakespeare is taught from Grade 6 to 8. Our curriculum focuses on appreciation of literature, with the deconstruction and analysis of both contemporary and classic novels and poems.
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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.
We teach Social Studies following the Ontario Curriculum and expand upon our curriculum by including an in-depth investigation of world events and their social/historical context. We have specialist Social Studies teachers from Grades 4 to 8.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Humanities and Social Sciences are taught following the Ontario Curriculum while also supplementing the curriculum with resources that investigate current events and globalization. Project Based learning and deeper investigation is used to further explore the issues that effect the world, lending students an understanding of their place within it.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
French is taught from age 3 to Grade 8. Our French teachers are classically trained and speak European French, providing students with the diction and fluency required in advanced courses of language in Secondary School and University. Our students are confident, fluent speakers and enter Grade 9 far ahead of their peers.
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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
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
We believe that the arts are as important as Language and Math and lend students the ability to become truly well rounded individuals. The ability to perform with confidence, analyze artistic pieces fluently and create art and media with freedom of expression are all embedded within our curriculum.
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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.
In our Elementary program, we have a 1to1 iPad program and we are fortunate to have many opportunities to integrate technology into our curriculum. This technology is used to enhance the pedagogy and is curriculum driven. We teach coding from Grade 1 and Computer Science in Grade 7/8.
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Web design
Robotics
Computer science
We believe that Physical Education is the key to success. We have a mandatory 20 minute whole school DPA every morning and three to four gym classes per week. Our ski program is a six week program every winter and we are part of the SSAF.
Physical literacy is desired in all students through our co-curricular program in addition to the Physical Education courses. Outdoor education is an important component of our curriculum.
Reggio Emilia
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Our focus is to provide students with a stimulating and academically challenging education that is deeply committed to the Montessori principles, so that they may reach their full potential with integrity and trust.
Our Reggio inspired program at Pickering College, offers a dynamic, nurturing and positive learning environment where your child’s curiosity is stimulated, leadership skills are cultivated, and fun-filled interactive learning is meaningful and focused. Small class sizes provide an ideal setting for building a foundation for lifelong learning, as students develop confidence, social conscience and acquire the skills and knowledge for success.
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
Information not available
Rigorous
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”.
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”.
Our rigorous academic environment is further enhanced with a balanced, well planned curriculum, specialist teachers for Language, Math, Science and Social Studies and a firm foundation from the Montessori curriculum we offer. We expect our students to strive for excellence.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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."
We value citizenship and academic achievement. We aim to shape students into leaders of their communities, with character, grit and integrity.
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Cross-country skiing |
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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
0%
0%
$0
$0
80%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Nursery/Toddler - 8
Yes: grades JK - 12
No
No
No
No
Yes: grades 1 - 8
Yes: grades JK - 6
Yes: grades 1 - 8
No
No
No
Students who strive for excellence and can cope with academic rigour, finding joy in learning, are ideal candidates for Wishing Well Schools.
Pickering College is truly a special place for students from Canada and around the world (Boarding from Grade 7 to Grade 12). It is a place where our students and families tell us that they feel warmly welcomed and accepted from the first day that they arrive; where students come to make friendships that last a lifetime and where they feel supported to pursue their dreams. Our programs offer unique opportunities in academics, arts, athletics, leadership development and community service. Our Global Leadership Program, fully integrated from Junior Kindergarten to Grade 12, builds on our longstanding mission and community service-oriented approach to education. The Global Leadership Program prepares students with the skills needed to be innovative, entrepreneurial, globally-focused and ready to tackle complex global issues. Pickering College is building future global leaders by providing a values-based education that helps students to develop the confidence, knowledge, skills and social conscience to prepare them for university and for life. At Pickering College we focus on the whole child. Students learn to excel, to develop character, to make friends and prepare for future endeavours and opportunities. It’s their community, and the experiences they have at school shape them as they become citizens of the world.
Students in 3rd Year Casa (SK) to Grade 8 must spend a day to determine suitability for our program. Within the day visit, an entrance test will also be administered.