455 Cochrane Drive, Unit 30, Markham, Ontario, L3R 9R4, Canada
2035 Upper Middle Road East, Oakville, Ontario, L6H 7G6, Canada
1978
2014
295
200
Nursery/Toddler to 8
Preschool to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Progressive, International Baccalaureate
15 to 20
15 to 18
Learning, Behavioral
Dedicated gifted school
In-class adaptations
$17,500 to $17,700
$9,850 to $19,680
No
No
0%
0%
None
None
$0
$0
23
17
0%
0%
80%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades Preschool - 8
No
No
information not available
information not available
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.
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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."
"Walden International School is an authorized IB World School that delivers the International Baccalaureate (IB) Primary Years Programme (PYP) to students in JK-Gr 5, and the Middle Years Programme (MYP) to Gr 6-8 students. Walden’s dedication to wellness, service learning, environmental stewardship and international mindedness ensures students are well-prepared for secondary school studies and beyond. Walden is committed to nurturing young people who will mature into globally responsible citizens."
"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."
"We consider Wellness to be an essential skill and have purposefully incorporated it into our programme."
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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."
"We have a truly balanced approach to learning and a commitment to educating the whole child. There is consideration and appreciation for process (rather than simply outcomes) and an explicit focus on nurturing critical thinking and application of knowledge."
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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"
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"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."
"Our campus is larger than they perceive from the outside. And, all of our families, students, and guests report that upon entrance into the lobby of our school, there is a welcoming, transcendental feeling that cannot be perfectly articulated."
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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.
“Welcome to Walden. Our motto, Imagine Explore Achieve, speaks to the potential that we seek in our students. We inspire even the youngest students in our Early Years classroom to reach beyond what they know through inquiry and reflection. And, by embracing daily challenges they learn resilience and gain confidence, both hallmarks of success.
“What ultimately sets our standards at Walden is our team of dedicated faculty and staff who never cease to amaze me with their innovation, patience, and professionalism. They are educators who feel that every child is deserving of the very best, who are committed to delivering the very best, and who are not apologetic for demanding the very best.
“We look forward to your visit to Walden. We are eager to share with you our promise of a quality education.”
DAPHNE PERUGINI - BSc, MSEd, OCT
Daphne Perugini was a teacher and Vice-Principal with the Peel District School Board for nearly two decades. She has had experience leading a comprehensive network of educators in Gifted Learning, Alternative Education, and the International Baccalaureate. Like many in the field who have inspired her, Ms. Perugini believes that education needs to be transformed.
Progressive
International Baccalaureate
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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.
Walden International School is an authorized IB World School offering the Primary Years Programme (PYP) and is pursuing candidacy for Middle Years Programme (MYP). Inspired by Henry David Thoreau’s book Walden, our school is committed to fostering independent, self-reliant learners in a nature-centric environment. Our mandate is to model for our students the merits of subscribing to an unadorned approach to living while developing a worldly view in pursuit of academic excellence. As an international school with a globally-focused curriculum, we promise to deliver a rigorous, prestigious and necessary educational programme meeting the standards and demands of the world in which we live.
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.
MYP Mathematics is more than simply learning formulae or rules. Students do not have the impression that all of the answers to mathematics can be found in a book but, rather, they are active participants in the search for concepts and relationships. Our students learn that Mathematics is alive and are presented with the thrill of exploration and the rewards of discovery. New knowledge may then be applied to other situations, opening up even more doors for students. MYP mathematics promotes both inquiry and application, helping students to develop problem-solving techniques that transcend the discipline and that are useful in the world outside school.
Nelson Math, Jump Math, iPads and various resources created by teachers.
Calculators are used at more advanced levels of mathematics after students have learned important fundamental skills.
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.
Our early reading program consists of three components: Phonics training, development of a sight word vocabulary, and the story outline using the visual cues on each page. Classroom reading material include class chart stories, phonetic based story books, general story books and guided readers.Students also collect their own stories into a story book format which they use for their reading practices as well.
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.
Writing allows us to develop, organize and communicate thoughts, ideas and information. Fiction and non- fiction in a variety of genres (for example, novels, short stories, biographies, autobiographies, diaries, letters, pastiches, parodies, cartoons, graphic novels, poetry, song lyrics, drama, screenplays, advertisements, blogs, emails, websites, appeals, brochures, leaflets, editorials, interviews, magazine articles, manifestos, reports, instructions and guidelines) are all text types students may engage with to develop their written communication skills, both as readers and writers.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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.
With inquiry at the core, the MYP sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. The MYP sciences curriculum must explore the connections between science and everyday life. As they investigate real examples of science applications, students will discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment.
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
Geology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
As well as being academically rigorous, MYP language and literature equips students with linguistic, analytical and communicative skills that can also be used to develop interdisciplinary understanding across all other subject groups. Students’ interaction with chosen texts can generate insight into moral, social, economic, political, cultural and environmental factors and so contributes to the development of opinion- forming, decision-making and ethical-reasoning skills, and further develops the attributes of an IB learner.
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.
MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments. It encourages learners, both students and teachers, to consider local and global contexts.
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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.
MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments. It encourages learners, both students and teachers, to consider local and global contexts.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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.
The study of foreign languages in the MYP provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world.
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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Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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.
Students are encouraged to risk-take in the Arts and to do their personal best. Students work with a wide variety of Visual Arts materials to create 2 and 3 dimensional creative works. Our Performing Arts Programme with a focus on Instrumental Music invites students to explore their hidden talents.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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.
Walden provides a balanced approach to computer use. Students at all grade levels use digital tools which are integrated in their programme. Teachers enhance lessons with Smart Boards, laptops, Chrome books and classroom computers or can work on whole class activities at one of the 2 computer labs.
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.
MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being.
Academic
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.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Our 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.
Early learning in the Early Years PYP is a holistic experience that integrates socio-emotional, physical and cognitive development. Very young learners need stimulating, supportive interactions with their peers and teachers and the effective use of curricula. In the Early Years classroom, learning takes place in dynamic environments that promote inquiry, discovery and exploration.
Student-paced
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).
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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.
While we value rigour in academics, we promote a caring and student-centred learning culture that focuses equally on process and final product. We celebrate the whole child and instill a love of learning and life-long curiosity.
"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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
We value citizenship and academic achievement. We aim to shape students into leaders of their communities, with character, grit and integrity.
Walden International School is dedicated to cultivating and preparing principled, compassionate and confident young people who will become globally responsible citizens. Walden students’ interaction with others is genuinely different. It is giving, curious and good. At Walden, we make good people in the knowledge that from goodness arises greatness.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Every child is unique and their strengths and skills should be determined on an individual basis.
While we are not formally resourced to support students with clinically diagnosed learning disabilities, our mandate is to provide an inclusive learning environment that promotes confidence in all students. Teachers will work with students with observed academic and behavioural difficulties through providing the necessary accommodations that best support the student. The school will work collaboratively with parents to encourage the success of their child.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
80%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades Preschool - 8
No
No
No
No
Yes: grades 1 - 8
No
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.
Walden students are resilient, curious, giving and good. At Walden, we make good people in the knowledge that from goodness arises greatness. We are dedicated to cultivating and preparing principled, compassionate and confident young people who will become globally responsible citizens. Our balanced world class education, with a unique focus on wellness, fosters respect and harmony for self and with others; and, empowers students to imagine, explore and achieve a peaceful and sustainable future.
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.
Parents wishing to enroll their child:
a) Schedule a tour of the school. Brief meeting with Administration and/or Programme Coordinator.
b) If interested, arrange a 2-day (or more, if required) class visit. Supporting documents may be requested.
c) The visiting student will join a class at same grade level. Informal learning assessments will be conducted by the teacher(s).
d) At the end of the classroom visit, parents will receive a written observation report and will meet with Administration to discuss acceptance decisison and next steps.