12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
33 Mallard Road, Toronto, Ontario, M3B 1S4, CanadaIndirect Support:
12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
33 Mallard Road, Toronto, Ontario, M3B 1S4, Canada
5,712.1 km
5,688.0 km
1977
2016
704
330
JK to 12
5 to 12
Coed
Coed
Day
Homestay
English
English
Academic
Academic
Traditional
Traditional
18 to 25
10 to 25
Learning, Developmental, Behavioral
In-class adaptations
$11,780
$22,000
No
No
0%
0%
None
None
$0
$0
47
41
0%
0%
80%
90%
information not available
information not available
information not available
information not available
Rolling
Not available
Not available
Rolling
Yes: grades JK - 12
No
No
No
information not available
information not available
BCS was founded in 1977 by the Kennedy Road Tabernacle and was initially known as KRT Christian School. It’s grown since, and the name was changed to reflect the school’s non-denominational perspective, though the school is now, just as it has always been, a part of the KRT ministry. Bob Boshart became principal in 1982 and over the next 26 years he consistently lead the development of the programs, accreditation, and the expansion into the upper grades. That said, the development has been very much guided by the school community, and the involvement of the families who have enrolled past and present is a great source of strength for the school. A fairly recent and substantial capital campaign has brought the school to where it is today, with a renewed infrastructure and a full complement of up-to-date instructional resources. Families are drawn to the reputation that the school has gained over its life, as well as a program based in the values of the Christian faith.
View full reportAs a distinguished private school, Westfield Secondary School offers a unique blend of academic excellence and tailored support for its students. The school's rigorous curriculum, delivered by expert teachers, and their emphasis on extracurriculars, gives students a truly well-rounded education. Westfield maintains a nurturing community, where students can excel in their academics, while at the same time developing essential life skills. The personalized attention and guidance builds the students’ confidence to reach their full potential and envision their future plans, including post-secondary success. Through rigorous coursework, extracurricular involvement, and personalized support, Westfield Secondary School offers a transformative experience that prepares students for a bright future.
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"Teachers are passionate and knowledgeable."
Dorothy Osehobo - Parent (Nov 07, 2024)
Physical activities/sports/recreation are exceptional in this school. Students have access to the gy... View full review
"The school offered strong academics, diverse extracurriculars, and a welcoming community, contributing to a generally enjoyable atmosphere."
Christy Yiu - Alumnus (Jan 06, 2025)
I spent my whole high school life in Westfield Secondary School and I would be always thankful for h... View full review
"Kids learn best in a setting that is caring and structured. Our teachers are certified, innovative, and passionate about their students and learning. Our academic program is accountable and effective, refined over the past 40+ years and delivered in a Christ-centered environment. Our facilities are modern, well-designed, and inspiring, rising from the fields on 65 acres at the end of Hwy #410 on the edge of Caledon."
"Westfield is a boutique private school in North York offering a rigorous academic program, small class sizes, and personalized mentorship. Designed for ambitious students and forward-thinking families, Westfield blends top-tier AP academics with university advising, extracurricular depth, and a culture of aspiration. We specialize in helping high-performing students unlock elite post-secondary pathways—both in Canada and abroad—through a focused, future-facing environment."
"Our Christian faith inspires and underlies our commitment to excellence.
We plan, teach, assess, communicate, and reflect with excellence because we are motivated to represent Christ well to our students.
Our teachers are our greatest strength; engaged, life-long learners themselves, they are positive, encouraging, and love their vocation! They collaborate excitedly with one another, dialogue incessantly about learning, and model collegial and inspiring relationship for our students."
"Westfield Secondary School has a singular focus - to balance the academic needs of students with chances to feel happy and find time for fun! Our program's academics are dedicated to success at the highest level, and we encourage students who are looking for top grades for University applications to choose us - we can help push them to the greatest heights of their lives! But the best kind of success does not exist in a vacuum - we wish for our students to be satisfied with the choices they have made, and to find time in their busy schedules for excitement and collaboration! Developing the "whole" student means appealing to both sensibilities - and this is our greatest success!"
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"Because Westfield Secondary School has dedicated itself to the highest tiers of academic success, our program is focused on the very best students around and those with the greatest potential for the future. As such, we have limited supports for those students on IEP's who have a large arrangement of modifications - our classes are focused on teaching Ontario curriculum with the greatest of challenge, and this may not be appropriate for students who need layers of additional support."
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"The history of Westfield Secondary School is one of fast growth and rapid development. From a small founding in 2016, to surviving and thriving throughout COVID, moving to our current campus location (33 Mallard) all the way to now, growing ever faster due to our programs and policies, Westfield is poised to be a force in the world of Toronto Private Schools.
However, let's highlight a few specific moments which outline just how prestigious Westfield has become:
-Collaboration between students and teachers - during our sport practices, seeing everyone working together and being happy while playing games together helps us feel Westfield is both a safe, but also a happy place to be!
-Receiving congratulations to our Graduates from both Doug Ford and Justin Trudeau.
-The experience of seeing every day as a new and special challenge."
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"Westfield Secondary School's main focus is to support students who have complex ambitions. The best fit for a student within our school environment is a student who is dedicated to their own success. We support our students with all manner of supplementary help, but we believe it is ultimately up to the students to decide what to do with their lives. We will help them with those choices, and support them in their endeavours. So for students who are truly unsure of their futures, or those who are not serious about school, those students may struggle in the Westfield environment. Still, we can provide the help those students need to make a change, should they so wish it."
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"The greatest mismatch between Westfield Secondary School and a student is simply a student who is not interested in school; Westfield's entire existence is predicated on student ambition and a lack thereof among students would be detrimental to their success in this environment. In addition, we are not a school with a wide variety of supports for IEP students; those students may not receive the same level of modification to their course plan as other schools may provide, which could impact the success of that student."
"Families share that they choose our school for:
- a caring, Christian, environment;
- a high academic standard and track-record of success at the post-secondary level;
- a structured, safe, and encouraging atmosphere;
- an administration that is engaged and active in resolving discipline issues promptly and effectively;
- teachers that are committed to their child’s flourishing beyond just academics."
"The Westfield Secondary School comparative advantage can be described with a single word - support. In all aspects of our program, students will receive more care and scrutiny than they would receive elsewhere; the ratio of student to teacher is small, but the ratio of student to Guidance Counselor is even smaller. Every student can meet with their advisors frequently, and prepare their post-secondary applications with comprehensive support. But students also have the oppourtunity to meet with their teachers frequently during after-school office hours, where any student can find any teacher to receive additional help. With those program in place, every student who wants to learn and grow will be given additional oppourtunties and support in doing so."
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"Westfield Secondary School is still establishing its reputation with its current campus, as we have only been located here a few short years. But in that time, we hope and expect that Westfield's reputation in this neighbourhood will continue to grow, and feed back onto itself - with continuously successful students, our reputation as a school dedicated to academic excellence will shine through to everyone. Our graduation and post-secondary destination numbers speak for themselves - we graduate the majority of our students into prestigious University programs in Ontario and across the world!"
"The fact that our teaching staff all share a fairly unified Christian worldview is sometimes undervalued, though it provides the foundation of our communal teaching practice. This worldview emphasizes the student as a thoroughly-loved child or God, capable of growth and change and development, and rich with God-given potential. This is the common lens through which each of our teachers see each student, and a truth to which they are held accountable in their decision-making."
"Our biggest underappreciated reality is our current status as a high-functioning, academically-focused school. We are working tirelessly to tell the world just how good our programs are at graduating students into prestigious post-secondary programs. We believe it will not be long before many more Canadians become aware of just how good a destination we can be for academically-focused students."
"Families will be pleased to discover the value of having a cross-divisional school that goes from JK all the way up to Grade 12. Although separated into different wings of the school, students in various divisions will share the same frame of reference and there is a sense of security in that. Curricular and extra-curricular cross-divisional activities create a wonderful familial rapport among students, staff, parents, and even grandparents."
"Westfield Secondary's School most surprising aspect to many parents would be our growth compared to our age. We have grown exponentially every year we have been open, because we continuously prove to families that choosing us as their destination will help ensure their child's future. We do everything we can to prepare students for post-secondary studies, and our entire program is focused on this goal. As such, parents may be surprised to learn just how much focus we put on each, individual student, and how much individual time they receive with their advisors. This translates into rapid growth; Everyone is cared for here!"
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"There are several new initiatives happening at Westfield Secondary School which we are excited to have seen come to fruition during the past year, which include, but are not limited to:
-Application to Canadian Accredited Independent Schools Program;
-AP classes offered for the first time with College Board approval;
-Model UN Program connection with TMUN conference."
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"Westfield Secondary School's current five-year plan (2022-2027) has a number of important initiatives we expect to see begun and even completed, which include:
-CAIS Application Approval;
-CIS and CISAA memberships begun - New Sports Leagues to join;
-Campus Expansion and new Locations Opened across Toronto;
-Further review and development of Student Service Teams with support for their expansion."
For those who don’t know him already, here are some things you should know about our Principal, Andy Cabral.
Firstly, you should know he’s got all that ‘academic’ stuff you’d expect! He completed his first degree and teacher-training program at McGill University (Montreal). His Master’s Degree from Middlebury College (USA) also included graduate courses taken on site at Lincoln College, Oxford University (UK). He is a member of the Ontario College of Teachers and did his Principal’s Qualification Program at York University (Toronto).
Secondly, he’s got experience! He’s been teaching since 1996 and has experience in public and private schools, both near and as far away as Seoul, South Korea! He’s been a teacher at BCS since 2001 and led the High School division as the Vice-Principal prior to becoming our Principal.
Thirdly, he’s thoroughly invested in BCS! With his wife Annette, a long-time teacher in the Junior High, and 4 kids enrolled at BCS this year from SK up to grade 10, Mr. Cabral is a major stakeholder in this place!
Finally, you should know he has a heart for God and for helping kids of all ages develop a relationship with Him through Christ. His favourite verse is Matthew 5:16— “Let your light so shine before others, that they may see your good works and glorify the Father in heaven.”
Make sure to take the chance to introduce yourself, any time you see him around the school. You may find him in the office, coaching a sports team, leading a Mission trip, directing traffic, or simply chatting with our students!
Warm regards to all members of the Westfield Family, including our dedicated staff, motivated students, supportive parents, and valued community members!
As your Vice Principal, I am excited by the excitement we harbor for the approaching school years. With a commitment and positivity, we stand ready to provide unparalleled care and support to every student who walks through the doors of Westfield Secondary School. Here, we firmly believe that every individual has the capacity to reach their aspirations, and it is our collective mission to ensure that they do.
I anticipate the opportunity to collaborate with each and every one of you as we enter on this journey together. Remember, Westfield Secondary School isn’t just a school—it’s a place where dreams flourish and potential is realized. It’s exactly where you belong!
Traditional
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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In our Elementary Division, our teachers use an effective balance between traditional, pre-structured, learning activities and an inquiry-based approach. Our integration of technology is purposeful and effective, not token. We supplement the Ontario curriculum with additional material. The entire curriculum is taught through the lense of a Christian Worldview: that the laws of the finite universe and world in which they live are governed by a God who loves each student infinitely. Our Ministry-inspected Secondary program is built on Advanced (9 & 10) and University-stream (11 & 12) courses with special emphasis on lab-work in our science program.
Westfield Secondary School utilizes the Ontario Curriculum to deliver content to its students with the goal of delivering OSSD's to all of its students. With a high school diploma from Westfield, students will have an advantage in applying to post-secondary institutions, due to the additional support and care offered to all students. With a specialized Guidance program designed to assist and raise the profile of all students, everyone will beenfit from our traditional, academically-focused approach.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
The Westfield Secondary School approach to mathematics is unique to our school, and a program developed based on the best, latest pedagogical methods to ensure positive student outcomes. As such, our current system utilizes about 80% of traditional math approaches, giving students from a variety of backgrounds a clear, consensus-based approach to understanding mathematics. However, our teachers also utilize elements of discovery math, especially in assignment differentiation and project-based approaches, to provide the best of both worlds.
We utilize the textbook and ideas from the Ontario Trillium List, but supplement as needed with more up to date examples and project ideas.
Calculator usage is determined by the project - while there are many examples of projects and assignments where students and encouraged to use calculators, at other times students are asked to demonstrate their learning through notation, and a balanced approach here is best for all involved.
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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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The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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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.
Information not available
Using a purely expository style does not allow for the teacher to reach students who require some differentiation in their instruction, and sometimes a more dynamic approach is called for. However, inquiry-based learning cannot also reach all students at all times, and therefore, Westfield emphasizes a whole-student approach which blends both ideas equally, and provides multiple oppourtunities for students to demonstrate their learning in a variety of contexts.
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
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.
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.
Information not available
Westfield Secondary School has adopted a more traditional approach to literature which blends the experiences of Canadian students with our international student experiences. Because of the widely varied opinions entering into our classrooms, we tend to focus on a more traditional approach, based in the Ontario Curriculum, which emphasizes skill development and competency in writing. Despite the rise in AI-assisted technology, Westfield still believes it is vitally important to teach students to be good writers, and to be able to understand complex literature and develop critical thinking.
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
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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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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.
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Westfield Secondary School believes that the humanities and social sciences are vital programs to developing better understanding of the world and world events, and also to develop higher order critical thinking skills. As such, our teachers and our program focuses on a pragmatic approach, giving students real-world skills and examples to better their understanding. This approach allows us to put focus where student demand is highest, and cater that approach to students who wish to better themselves in these categories.
Communicative
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.
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.
Our French program in Grades 6-8 follows the AIM (Accelerate, Integrate, Motivate) program with AIM certified teachers.
Our students arrive from Toronto neighbourhoods, as well as far-flung countries from around the world. As such, we provide a variety of language courses as well as an ESL program designed to give students a fast-paced but ultimately useful English instruction. All students have oppourtunities to learn other languages at school, including French, Spanish, and Mandarin, and our shared diversity allows all students to learn from each other using the communicative approach.
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.
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Westfield Secondary School thinks of its students in our art programs as artists. We emphasize their creativity, with essential skills as the base. All subjects and all topics are based on finding ways for students to express themselves creatively, and this creates at atmosphere conducive to fun, learning, and free expression. With such a powerful focus on student achievement, we have found this method works best to "awaken the artist" in each student.
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.
Our program attempts to integrate technology where it is efficient and effective. We have computers, data projectors, document cameras, tablets, chrome books, and several devoted computer labs, but we seek to inculcate a sense of discernment in our students, teaching them to evaluate a technology before embracing it just for technology's sake.
Westfield Secondary School recognizes the power of technology in the 21st Century, but beyond this, we also recognize the utility it has in the lives of students, our first generations of digital natives. The technology they will utilize in their future employment will become more and more integrated into every day society, and therefore Westfield prioritizes this approach within the classroom. Laptops are encouraged, every classroom is equipped with digital technology including TV's and sound systems, and many after-school programs and activities emphasize things like AI development and coding projects.
Web design
Robotics
Computer science
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Westfield Secondary School utlizes our spacious and well-equipped gymnasium to provide a variety of physical education activities to students. Beyond curriculum-based classes, a variety of sports, games, and fun activities utilize this space as well. We believe in the blending of traditional techniques, including the mastery of specific physical activities and the rules that govern them, and more modern approaches, such as the "Meaningful PE" approach, which emphasizes social interaction and personally relevant learning. Students will find themselves with many oppourtunities to demonstrate their physical learning at Westfield.
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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.
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BCS 's full-day Junior and Senior Kindergarten programs have been developed over the 43 years we've been running them! Our academic-based program focuses on math and reading development. Our program benefits from both ECE and OCT certified teachers and small teacher-student ratios.
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Standard-enriched
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.
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.
We expect students to be placed in classrooms based on their merit, their pre-requisites, and their own interests. This can sometimes mean students wish to take an accelerated track towards graduation, and because we allow this, sometimes classrooms can find themselves with mixed age groups.
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”.
Westfield Secondary School's main focus is on academic success. Everything we are designed to do relates to the achievements our students can accomplish while with us. We promote and push a rigorous academic schedule, with more credits per year earned than in public school. We also emphasize more individual support, and better academic supports from enrollment to graduation. This means students achieve more in less time!
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Our programs are designed for our students to achieve at high levels in post-secondary environments. Our goal is to see our students successful at the highest academic levels. We promote intellectualism first and foremost; developing this skill equals better oppourtunities later in life. However, we also understand at Westfield that strong social skills provide enormous advantages in the 21st Century, and we promote this highly as well.
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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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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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
Our special needs program is highly limited to accommodations for only a small number of issues. The majority of Westfield's academic program is geared towards high-achieving students and rigorous academic learning, and so students with significant issues may find themselves without needed supports.
Westfield's primary focus is on academic learning at the highest levels, and therefore we do not offer most of the supports for diagnosed learning disabilities. However, students with minor difficulties can be accommodated.
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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%
Rolling
Not available
Not available
Rolling
Yes: grades JK - 12
No
No
No
No
No
Yes: grades 3 - 9
No
No
Yes: grades 9 - 12
No
No
We are looking for students to join us who are dedicated to their own success. We provide the tools, the support, and the care for students to achieve at the highest possible levels. The attributes they should possess are simple ones - a drive for success, ambition to develop themselves, and a goal they want to achieve. We will help you get there!
Interview / Tour Completed Application / Student Questionnaire Report Cards - Current Year & Previous Year Transcript (Grades 9-12) Birth Certificate / Passport (International Student) Health Card / Proof of Insurance (International Student) Immunization Record
(Please Note: Some steps in the application process do not apply to Canadian Residents - these will be marked with an asterisk (*).
Step 1: Application - you may submit your application online at westfieldeducation.ca or call the school directly at 905-707-9119 for more information.
Step 2: Assessment - Westfield will assess your application, which may include completing an entrance essay and/or English placement test, if needed. We normally process all applications within 5 business days.
Step 3: Offer - depending on the specific situation, Westfield may offer three types of "Letter of Acceptance" - A) Provisional Letter of Acceptance / B) Conditional Letter of Acceptance / C) Unconditional Letter of Acceptance. Please read the letter you receive and follow its instructions closely to proceed to Step 4.
Step 4: Acceptance - Once you have completed all steps listed in the above letter, you are ready to attend Westfield! Congratulations!
Step 5: Visa* - If needed, the Government of Canada will issue you a visa, or study permit, to be able to attend Westfield in person.
Step 6: Arrival in Canada* - If needed, Westfield will arrange for an airport pickup for you and help you get settled in your new location.
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