964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
7410 Blackfoot Trail SE, Calgary, Alberta, T2H 1M5, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
7410 Blackfoot Trail SE, Calgary, Alberta, T2H 1M5, Canada
5,699.0 km
7,245.2 km
1992
1982
150
680
Preschool to 8
7 to 12
Coed
Coed
Day
Day
English
English, French
Academic
Academic
Progressive, Montessori
Traditional
Varies
18 to 22
Learning, Developmental
Dedicated gifted school
$7,500 to $15,000
$22,460
No
No
0%
0%
None
None
$0
$0
13
113
0%
0%
95%
65%
information not available
7, 8, 9, 10, 11
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes
Yes: grades 7 - 11
No
No
information not available
information not available
Maria Montessori opened her first school in 1907, so the Montessori method has been with us, fully formed, for more than a century. The ideas that Montessori brought to the table have found their way into mainstream education in a variety of ways. That said, the whole is truly greater than the sum of any of the parts, and it’s the sum that Peel Montessori offers. Parents who turn to Peel are looking for fidelity to the core program as initially described: the community feel, the organization, and the individualized approach that makes the method so successful with young people. Children have fun, though the school rightly brings leadership and responsibility into the classroom as well. The goal is for students to gain not just with the skills and knowledge necessary for success, but also the confidence to excel.
View full reportWest Island College was founded in Montreal in 1974, and was intended to provide a strong bilingual option for families living on Montreal’s West Island. The program there provided a foundation, and a name, for West Island College in Calgary when it was established in 1982. That said, the school quickly established its own independent operations and identity. As such, it was free to build and grow to meet the needs of its students, and it certainly has. The international programs are robust, as are the language programs, all of which contribute to the overall culture of the school. It’s a very interactive, engaging environment, one that requires a lot of the students who attend while also providing the support they need to succeed. The ideal student is one who shares the school’s foundational values and can thrive in a very active and engaging student environment.
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"...the teachers at WIC are effective communicators inside and outside of their classrooms"
Jing Li - Parent (May 22, 2020)
We have two sons in WIC, both of whom started from grade seven. My older son is graduating in June 2... View full review
"WIC provided me with a very balanced set of opportunities that helped me thrive academically in university"
Adam Broniewski - Alumnus (May 29, 2020)
My time at West Island College (WIC) was incredibly memorable and has been influential in shaping me... View full review
"Our curriculum is student-centred with every child receiving personalized attention similar to having a dedicated tutor. This ensures students stay on track, practise developing areas, and excel in subjects of strength. Our research-supported strategies develop students' intellect, character, and social-emotional skills. Our passion is to guide students to think critically, communicate effectively, and grow into compassionate leaders. Students genuinely “love coming to school” and that makes all the difference!"
"West Island College (WIC) in Calgary is a Grade 7-12 independent university preparatory school that also offers French Immersion. WIC cultivates a diverse community grounded in integrity, impact, and legacy, supporting both academic success and student we. With comprehensive support, students are nurtured in their academic and overall well-being. Through International Studies, Fine Arts, Athletics, and the Institute Program, students are empowered to pursue their passions through academic rigour and experiential learning."
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"At WIC, a university preparatory education is just the beginning. With English and French Immersion programs, AP courses, the Institute Program, global travel, athletics, and fine arts, students build the skills, relationships, and resilience that assessments alone can't measure. Our community is designed so that every student feels known and challenged at the same time — because we believe students who lead with integrity and act with purpose don't just achieve — they leave a legacy."
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"At WIC, helping students discover their passions isn't an afterthought — it's the foundation. Learning goes beyond lectures and assessments; we invest in experiences that spark curiosity, build confidence, and develop the whole person. Second language learning broadens perspective, Institutes connect students with real-world industry mentors, and student-led clubs cultivate leadership and collaboration. Outdoor education, athletics, and fine arts challenge students in new ways, while initiatives like Pathway Grants and our on-campus greenhouse nurture wellness and innovation. This approach puts students at the centre of their own learning — and while it may look different from a traditional model, it's precisely what shapes graduates who are resilient, future-ready, and grounded in growth that lasts a lifetime."
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"For more than four decades, WIC has been shaped by moments that reflect its deepest commitments. Founded with Francophone roots, the College grew into a school where language and global perspective remain central — with French Immersion and English-stream programming as defining pillars.
The Institute Program marked a turning point, connecting students with industry mentors and real-world experience. Project Here & Now placed wellness and belonging at the heart of school life, while our athletic field, Wolves Den Hub, fitness centre, and greenhouse opened new spaces for growth.
Most meaningfully, WIC has built a community grounded in integrity, where diverse voices are welcomed and purpose is shared. Each milestone hasn't just added to what WIC offers — it has deepened who WIC is. Together, they form the foundation of a school committed to developing students who are resilient, future-ready, and poised to leave a lasting legacy."
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"A WIC student is one who is ready to show up — curious, committed, and willing to be challenged. They bring respect and empathy to a diverse community, and they understand that belonging and achievement go hand in hand. The right fit is a student eager to explore what's possible, whether through second language learning, the Institute Program, athletics, fine arts, or student leadership. Families who thrive at WIC share a belief that education is about more than grades — it's about developing integrity, discovering purpose, and building resilience that lasts a lifetime. At WIC, students take an active role in their own learning, and they leave not just prepared for university, but poised to turn their ideas into impact and leave a lasting legacy."
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"WIC may not be the right fit for families whose primary focus is academic performance above all else. Our model is intentionally broader — students are expected to engage, take risks, and grow through experience as much as through coursework. Families seeking a traditional, lecture-based environment where success is measured by grades alone may find our approach less aligned with their expectations.
We welcome all personalities, but we do ask that every student find their way of contributing — in the classroom, through an Institute, in the arts, on a team, or simply by showing up with curiosity and respect. That commitment to being an active member of the community is central to what makes WIC work.
Finally, families seeking conformity over curiosity or compliance over character will find that WIC operates differently. We develop students of integrity and purpose — and that requires embracing a model where growth, belonging, and impact matter as much as achievement."
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"Families choose WIC because they see more than a strong education — they see a meaningful experience that inspires confidence, growth, and purpose. Our reputation is built on balancing academic rigour with challenge, belonging, and opportunity. Dedicated and passionate teachers, supported by our Student Success Centre, ensure that students thrive socially, emotionally, and academically. Programs such as second language learning, AP courses, and the Institute Program stretch students’ knowledge, while athletics, arts, and student-led clubs make learning engaging and enjoyable. This combination is what helps WIC students own their future and make a positive impact."
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"As an independent school leader, WIC is known for excellence in both English and French Immersion programming, and for a reputation that combines academic strength with a focus on well-being. Our campus in Calgary’s industrial southeast, next to the Calgary Farmers’ Market on Blackfoot Trail, reflects our innovative and entrepreneurial spirit and continues to grow with dynamic facilities and spaces that enrich student life. Families see WIC as a place where students can discover passions, build confidence, and prepare to own their future. With over 3,000 Forever Wolves alumni inspiring and mentoring future graduates, WIC is recognized as a community that builds resilience, knowledge, and vision while empowering students to lead with purpose in ways that are true to them."
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"One of the most underappreciated aspects of WIC is the depth of support behind each student’s journey. While families often notice our academics and programs first, what they may not immediately see is how intentionally we nurture students’ growth as whole, well-rounded individuals.Our Student Success Centre works closely with students and parents on everything from social-emotional growth to academic support to future planning. The culture of mentorship — through teachers, alumni, and student leaders — ensures that every learner is seen, known, and encouraged. This combination of personal support and opportunity creates a foundation where students can take risks, discover passions, and truly own their future."
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"Even on a busy campus, students are known by name and supported as individuals, which is often an unexpected difference for families. They are also surprised by the breadth of opportunities beyond the classroom. Our Institute Program stands out, connecting students with local industry experts and real-world experiences that transform interests into future pathways. In Junior High, every student studies a second language — French or Spanish — building global perspective, while Grade 7s begin with band, visual arts, and drama to develop a foundation in the arts before other options open. International travel, athletics, and leadership further expand these opportunities. Spaces like our greenhouse, Wolves Den fitness facility, and full-sized athletic field reflect how wellness and innovation are part of daily life. Together, these elements combine with strong academics to prepare students to be bold, brave, ready, and confident in owning their future."
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"Recent improvements at WIC have focused on expanding opportunities for students both in and beyond the classroom. We introduced Pathway Grants to support innovative student projects, elevated our game with the opening of a full-sized athletic field, and strengthened the Institute Program with new pathways and partnerships. Wellness has been reimagined through Project Here & Now, while our Wolves Den fitness facility and greenhouse reflect how we evolve our spaces to create unique opportunities for learning and growth. We have also expanded AP and dual credit options and deepened our commitment to diversity, equity, inclusion, and belonging so that every student can thrive in an environment that supports their passions, well-being, and future aspirations."
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"Guided by our new five-year Strategic Framework, WIC will expand opportunities that prepare students for a changing world. Pathway Grants will fund and mentor innovative student projects, while the Institute Program will grow with new pathways and partnerships that connect students to industries and future careers. French Immersion will remain a defining strength, and our campus will continue to evolve with spaces that inspire learning, wellness, and belonging. United as a community, WIC is committed to developing students who are bold, brave, and ready for what comes next."
We welcome you to experience the Peel Montessori Private School difference where students of all ages can achieve an edge. Whether a child is three years old and beginning to read or a Grade 4 student learning algebra, emphasis is always placed on doing ones personal best.
We are passionate about teaching and dedicated to helping each child reach their full academic potential as well as focus on the development of key personal qualities such as character, leadership skills, and a good sense of humour.
Our halls and classrooms are filled with laughter, caring attitudes, a love of learning, and excitement to attend school. The entire school interacts as a large, family-like community, supporting, inspiring, and motivating each other to succeed.
Peel Montessori provides a solid educational and social foundation in which each child can build their future with confidence and a feeling of self-worth.
We look forward to meeting you and your child. Contact our school for a personal visit and experience the difference where your child can learn to their potential and enjoy school.
We are delighted that you are considering WIC for your child’s next step in their educational journey. Choosing the right school is a big decision, and we invite you to explore what makes WIC truly unique. Be sure to check out our Virtual Tour and discover the WIC Difference for yourself!
Since stepping into my role as Head of School & CEO in July 2021, I have seen firsthand how WIC continues to evolve and flourish, demonstrating why we are a top choice for many families.
From the installation of our greenhouse to the creation of the Wolves Den Hub and Corner, we have expanded opportunities for students to explore their passions in dynamic learning spaces. Our new full-sized athletic field and green space further strengthens our commitment to excellence and community connection while fostering school spirit, and encouraging physical wellness.
But what truly sets WIC apart is our people. Our dedicated students, supportive families, and passionate faculty, staff, and alumni create a close-knit, inclusive community. Together, they shape WIC’s present and build a lasting legacy that will inspire future generations.
Thank you for your interest in WIC - I look forward to welcoming you in person!
Traditional
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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Students of all ages interact with respect and civility learning from each other and building leadership skills. The teacher acts as a facilitator that focuses on lessons that bring forth respect for global peace and that build a strong foundation in the core subjects of mathematics, literacy, and writing component, given individual capabilities. These areas build essential skills and knowledge needed to succeed in all other subject areas. Strategies in place from a young age help students begin to develop good work habits, responsibility, organizational, self-discipline, and understanding of concepts, over time. Students strengthen personal qualities and their understanding of concepts through active, hands-on learning opportunities in a stimulating, spirited, and positive environment. Creativity and critical thinking skills are interconnected in all areas of the program. French language development, Music, Arts, Computers, and Physical Education promote personal and healthy living skills. Our teaching methods and materials used demonstrate the philosophical commitment to support students and our commitment to prepare them to handle whatever challenges may be encountered in “real life”. - See more at: http://montessori.on.ca/WhyMontessori#sthash.y96ESVN1.dpuf
At West Island College incredible opportunities happen every day, in an environment where learning is tailored to each individual student; where relationships are nurtured through effective teamwork and collaboration; and where students are immersed in a community of enthusiastic learners. West Island College emphasizes respect, responsibility and citizenship. We believe that inspiring our students to pursue excellence in academics, leadership, athletics and global awareness prepares them for success in the 21st century. In addition to exceptional teachers, an Advanced Placement Program, Fine Arts Certificate, outstanding athletics, small class sizes and an extensive co-curricular program with leadership opportunities, WIC offers courses in French (Immersion or Second Language) and Spanish and an International Languages Certificate. From our International Studies program and authentic student leadership opportunities to Outdoor Education and WIC’s Business, Health Sciences and Engineering Institutes, students are challenged to go beyond their comfort zones and discover what experiential learning really means.
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.
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.
Mathematics is approached with a child experiencing a concept with concrete materials in order for them to understand the process. This process allows the child to grasp concepts with understanding and clarity, avoiding learning gaps. A child completes the work independent of the materials when they are ready, for if a child is struggling with a concept, they are able to spend the time to solidify their understanding. This is essential as mathematical concepts build upon one other and gaps in previous skills compound over time, affecting a child’s confidence, understanding, and mathematical performance. If a child grasps mathematical processes with ease, they are able to advance through skills at their own pace and level, challenging their learning, igniting interest, avoiding boredom, and often results in a child surpassing grade level expectations.
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There are no calculators, until a student approaches high school math concepts. As we cheerfully inform our students - "Your brain is your calculator!"
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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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Our program focuses on children learning the phonetic sounds of the alphabet and the related key phonograms, which allows children to spontaneously compose any word using hands-on materials. This allows children to start the process of writing (building words) and reading much earlier than traditional educational programs. As a result of this process, children begin to read and blend phonetic and phonogram words at an earlier pace, then focusing on sight words, alternate spellings, early readers, and vocabulary development.
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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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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.
WIC has a full time Science technician on hand to assist the teachers with preparing experiments. Thus ensuring steady hands on activities at all grade levels.
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
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Not applicable
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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.
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20% of the school is a French Immersion track. Offering 60% French language classes in the Junior School and 40% in the Senior School. We also offer 125 hours of French or Spanish second Language instruction yearly to the Junior school students. French and Spanish language instruction (along with French immersion) is offered through Grade 12 Most students also complete the DELE or DELF A and B levels.
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
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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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Technology is available in most non movement classes. Including Ipads, Macbooks and PCs. All classes have wireless and teaching presentation stations. Technology is used as a tool in most classrooms, courses. Specific technology units taught at various grades, in multimedia, programming, app development, 3D design and printing, game design, html, website development.
Web design
Robotics
Computer science
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Daily phys ed is provided in the Junior School. Mandatory phys ed to Grade 10. We also provide PE 20 30, Sports Performance and Sports Med classes.
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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.
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In a spirited, happy, and nurturing environment, children interact with kindness and friendship as they develop a lifelong enjoyment of learning. Children have a natural curiosity to explore and the classrooms and programme are organized to enables each child to learn to their individual potential at their pace. Children learn from each other and the teacher using hands-on activities and grow personally in character, creativity, and self-confidence through the positive interactions. Early reading, math, and writing are a introduced when readiness is observed while children continue to refine their senses, hand-eye coordination, concentration, social interactions, and grace and courtesy.
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Standard-enriched
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.
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.
The Montessori hands-on activities and inherent organization of the class allows for flexible pacing and personalized growth. One-on-one lessons are presented when readiness is observed, and the multi-year groupings allow for individualized academic and social stimulation and pace. Independent learning strategies enable personalized pacing in all subject areas.
Independent and accelerated studies are offered on a case by case basis.
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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”.
Although an advanced curriculum content, each student is supported and expected to work and progress to his or her individual potential. Student capabilities, attitude, and internal drive are reflective of their overall academic performance. High expectations are established for intellectual and personal development in areas that can include strength of character, self-regulation, and respectful nature. Modifications are made as needed to meet individual needs. Students advance in areas of strength, while developing skills and subjects requiring further practise.
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"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.
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."
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The intellectual and personal growth are equally essential in developing the emotional, intellectual, social, and physical aspects of the whole child. High academic and personal standards and expectations are established and support is provided to enable each student to work to his or her fullest potential, given their individual capabilities.
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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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Some children with learning differences can be accommodated in our regular classes. Special education classes are not available. Once a Montessori Personal Education Plan is determined, class teaching staff is offered informal support and guidance to implement any accommodations/modifications. Children are assessed on an individual basis to ensure a good fit between our program and the individual needs of the student.
Information not available
Peel Montessori provides an environment that encourages children to grow and develop to their potential. Experiential, tactile exercises and our ability to personalize the program to fit individual learning needs, results in a small number of children considered for our program. Careful observation and/or psycho-educational assessment allows us to determine whether our program can meet each individual learning difference, as we aspire to provide realistic, attainable support. A student’s capabilities are assessed including their strengths, challenging areas, and learning style. Should our program not be a good fit, or if it cannot meet the student’s needs, referrals are provided.
We do not recommend that children with Learning Disabilities enroll at our school, as we do not have the support structure in place. We can make minor accommodations for test taking if an assessment has been made by a licensed clinician.
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
95%
65%
7, 8, 9, 10, 11
Rolling
Rolling
Not available
Not available
Yes
Yes: grades 7 - 11
No
No
No
No
Yes
Yes: grades 7 - 12
No
Yes: grades 7 - 12
No
No
At WIC, we strive to attract and retain students who consistently demonstrate character, have strong morals and will uphold our values. As a university preparatory school, WIC offers challenging curricula that encourages students to explore their passions and work to their full potential. While we consider every applicant’s academic performance, WIC seeks out well-rounded students who are prepared to contribute to school life and the greater community. WIC encourages applications from students ready to embrace the College’s motto: Be Brave. Be Bold. Be Ready.
WIC administers the CCAT (Canadian Cognitive Abilities Test), which is a 90-minute standardized test for students entering Gr. 7 – 12. Parents and students must understand that test results are only one part of the admissions process. Spending huge amounts of time and money preparing for the standardized test is not recommended.
Please note, we will accept the SSAT instead of our locally offered entrance exams. Choose West Island College as a recipient in the SSAT online tool.
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