Wychwood School

What Wychwood School says: Wychwood nurtures independent thinking and a love of learning through the Classical Education model of developing young minds. Students learn through highly-individualized programming in an intense and focused learning environment. The curriculum integrates learning across subjects so that what children are learning in one subject thematically complements topics in other subjects. In addition to courses in English, Math, Science, and French, students study History or Social Studies, Cursive, Keyboarding, Visual Art, Music, and Physical Education. Students regularly engage in dramatic and musical performances, science and engineering competitions, and in sports competitions.

Mathematics Traditional Math

Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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• What Wychwood School says: The Wychwood mathematics curriculum is structured by a carefully selected evidence-based program, created by Dr. John Mighton, fellow at Toronto’s Fields Institute for Research in Mathematical Sciences. JUMP Math has been researched and found to significantly increase math achievement across the elementary years as compared with competing programs. Core themes include number sense and numeration, measurement, geometry and spatial sense, patterning and algebra, and data management and probability. Wychwood also teaches students how to memorize addition, subtraction, multiplication, and division facts, and engages students in regular “minute math” timed drills to help students build a strong base of operations facts. Students learn how to monitor their own responses to material, how to initiate questioning in productive ways, and most especially, they learn how to view mistakes for what they are – important stepping stones to mastery. Regular chess practice is also part of the math curriculum at Wychwood School.

• Textbooks and supplementary materials: JUMP Math

• Calculator policy: Calculators are fine when the central objective of the exercise is not to practice the operations or computation.

Early Reading Phonics-intensive

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.
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• What Wychwood School says: Phonics along with a great variety of interesting reading materials

DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

• What Wychwood School says: This information is not currently available.

Writing 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.
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• What Wychwood School says: Grammar, spelling, and vocabulary development are treated as separate areas of inquiry from writing at Wychwood School. We select certain writing assignments throughout the year to be taken through all steps of the revision process, including revising and editing. Not all writing exercises are taken through all steps of revision and final draft. In non-fiction writing, students learn how to structure a compelling paragraph and to make basic arguments. Creative writing is also a very important component of a liberal arts education. Wychwood students learn how to write an effective story and experiment with writing various types of poetry. They come to understand the purposes of different genres.

Science 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.
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• Teaching approach: The Wychwood School science curriculum focuses on the practice of asking clear questions and on the pursuit of explanations. Students learn how these two endeavours operate as separate steps in the process of scientific inquiry, and how they affect each other in integral ways. Students learn the value of making conjectures and making efforts to refute those conjectures (instead of making efforts to confirm them), and learn the superiority of this method to a purely inductive mode of reasoning in the pursuit of scientific inquiry. Themes are presented cyclically across the elementary years such that students leave Wychwood with successful experience with scientific inquiry and procedures within diverse subtopics of the overarching curricular emphases of life systems, structures and mechanisms, matter and energy, and earth and space systems. Wychwood students complete projects individually and in pairs, take tests regularly, and are strongly encouraged to participate in science and engineering competitions.

• Topics covered in curriculum:

  Subject	= offered
  Biology
  Chemistry
  Ecology
  Geology
  Meteorology
  Physics
  Physiology
  Zoology

• Treatment of evolution:

  Evolution as consensus theory
  Evolution as one of many equally viable theories
  Evolution is not taught

Literature Traditional

In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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• What Wychwood School says: The primary objective of the Wychwood language program is to develop strong readers and writers. Our students read only the finest literary works for their age-group and only worthy examples of non-fiction writing. Daily reading comprehension exercises supplement the reading program. The Wychwood language curriculum develops vocabulary through carefully-selected programs that foster age-appropriate understanding of semantics and syntax, morphology, and Greek and Latin word roots. Direct instruction in grammar is a core component of the language curriculum. Students develop an appreciation of the beauty of the English language through understanding its components. Aesthetic appreciation also extends to the oral language, which is exercised through dramatic readings and recitations.

Social Studies Core Knowledge

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).
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• What Wychwood School says: The elementary years are a time for discovering and inquiring about the physical, social, and cultural environments that one inhabits, for discovering the human roles at work in each, and for becoming aware of one’s own roles in these contexts. Students learn about the interactions of each of these components through focused themes structured to enhance understanding. Projects enhance deeper exploration of the material. Related math, science, and language concepts are incorporated to create a meaningful conceptual network for the students. Excursions encourage first-hand experiences with and questioning about the concepts studied in the classroom, and visitors with valuable expertise in particular areas will come in and share their experiences and respond to questions and comments from Wychwood students.

Humanities and Social Sciences Perennialism

Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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• What Wychwood School says: Wychwood School follows the tenets of the Classical Education model in which history is studied in 4 general periods: Ancients, Middle Ages, Renaissance and Reformation, and Modern Times.

Foreign Languages Equal Balance

These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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• What Wychwood School says: At Wychwood School, our goal is to present French language through oral, aural, reading, and writing activities that are fun and educational. Because learning a second language takes time and requires regular exposure, students’ enjoyment at each stage is a priority. We use diverse methods for motivating students to engage in the levels of practice that produce aural comprehension, correct pronunciation, excellent grammatical skills, and appreciation of the beauty of the French language. Methods include choral work, role-playing, dialogue memorization, dictées, video models, direct grammar instruction, and tests, among others.

• Languages Offered: • French

Fine Arts Equal Balance

These programs have an equal emphasis on receptive and creative learning.
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• Program offers:

  Subject	= offered
  Acting
  Dance
  Drama/Theatre
  Graphic Design
  Music
  Visual Arts

• Visual studio philosophy:

  Expressive
  Disciplined

• What Wychwood School says: In the visual arts, Wychwood students learn about the importance of line, shape, form, value, space, colour, and texture in the visual arts. They also engage in a more in-depth study of drawing, painting, and sculpture in which they learn techniques for representing figures, portraits, and animals. Art history is an integral component of the visual arts at Wychood. The primary objective of our music program is for students to enjoy listening to and making music with their peers. All students study violin and practice together. Students learn about duration, pitch, dynamics, and other expressive controls, timbre, texture, harmony and form. They learn about different musical instruments, performance styles, genres of music, and concert protocols through regular excursions to concerts and rich discussion of their concert experience afterwards in the classroom. Classroom visits by musicians who play a variety of instruments also enrich the Wychwood music program.

Computers and Technology Light integration

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.
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• What Wychwood School says: Wychwood School does not offer courses focused on computer literacy, nor are any assignments designed with optimization of computer skills as the core objective.

• Program covers:

  Subject	= offered
  Computer science
  Robotics
  Web design

Physical Education

• What Wychwood School says: At Wychwood, we consider athletic participation a core component of an excellent liberal arts curriculum, and therefore expect, encourage and support every student’s participation in athletics. Students are not expected to excel in every sport, of course, but to give each new experience their best try. The structure of our athletics program thus interlocks with what children are learning in their Physical Education course. In this way, our students can take forward the “growth mindset” that they are developing, with their classmates in sport practice and in their academics, into an appropriately competitive context and discover their own physical and mental strengths in the context of extra-mural tournaments.

Religious Education

• Approach to teaching religious and secular curricula

  Completely segregated We completely segregate or separate secular and religious curricula. We don't teach them together or combine them in any ways.
  Mostly segregated We mostly segregate or separate secular and religious curricula. We teach very few, if any, secular and religious subjects together, and we don't combine them in any significant ways.
  Completely integrated We completely integrate the secular and religious curricula. We combine the teaching of religious and secular subjects for the entire, or almost the entire, day. Almost all of our units integrate secular and religious instruction.
  Mostly integrated We have a highly integrated curriculum. We integrate most of our religious and secular subjects. We teach a few secular and religious subjects on their own, though.
  Not applicable This doesn't apply to us because we don't have a religious curriculum.

• Approach to teaching religion

  Scripture as literal Our religious scripture is a factual text that is literally the word of God. Our task is to understand it and clarify its meaning.
  Scripture as interpretive Our religious scripture, while the word of God, is open to interpretation and discussion.

• What Wychwood School says: This information is not currently available.

Sex and Health Education Doesn’t follow Ontario curriculum

Topics covered in sex and health education:

Topics	We begin covering this topic at:	Begins in Ontario
Body parts	Gr. 4	Gr. 1
Nutrition	Gr. 2	Gr. 1
Human development		Gr. 1
Puberty		Gr. 4
Sexual health and hygiene		Gr. 4
Reproduction		Gr. 5
Pregnancy		Gr. 7
Sexually transmitted infections		Gr. 7
Sex and decision-making		Gr. 7
Contraception		Gr. 8
Consent		Gr. 9
Sexual orientation		Gr. 8
Gender identity		Gr. 8
Misconceptions relating to sexuality		Gr. 10
Relationships and intimacy		Gr. 8
Bias and stereotyping about sex		Gr. 12
Sexual harassment		Gr. 9
Body image issues		Gr. 7
Mental illness		Gr. 11
Social justice and diversity

What Wychwood School says: This information is not currently available.

Approach:

Mostly value-neutral

By and large, we teach sex education free of any particular moral or ethical standpoint. We try not to impose any particular values or value systems (such as social, political, or ideological values) on our students when teaching sex and related issues.

Fairly value-based

Sex education is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues.

Traditional

This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.

Progressive

This might mean more emphasis is placed on the importance of such things as social equality, diversity, and choice in sex education.

What Wychwood School says: This information is not currently available.