10 Rosehill Avenue, Toronto, Ontario, M4T 1G5, Canada
22 Heritage Road, Markham, Ontario, L3P 1M4, Canada
Indirect Support:
10 Rosehill Avenue, Toronto, Ontario, M4T 1G5, Canada
22 Heritage Road, Markham, Ontario, L3P 1M4, Canada
1993
1988
113
400
JK to 12
Nursery/Toddler to 8
Girls
Coed
Day
Day
English
English
Academic
Academic
Progressive
Traditional
10 to 12
15 to 20
Learning, Developmental
Dedicated class; in-class adaptations
Accelerated curriculum
$26,050 to $33,350
$11,300 to $13,760
Yes
No
20%
0%
JK to 12
None
$6,000
$0
8
31
0%
0%
80%
100%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Dec 12, 2022
Rolling
Not available
Not available
Yes: grades JK - 12
No
No
No
information not available
information not available
All schools, to some extent, defy the various stereotypes that the general population might have about private education. Still, the Linden School is a particularly stark example of that. Founded by Diane Goudie and Eleanor Moore in 1993, the school was intended as a needed and necessary alternative to what was happening in public schools, as well as other private institutions. Goudie had butt heads with other educators by demanding that education be based in a sense of equity, especially as girls and women are concerned. The Linden School is the result, and today it does exactly what Goudie and Moore hoped it would: provide an example of a school for girls that will make a difference in the students' lives and, in turn, encourage them to make a positive difference in the lives of others. The goal, as Moore said at an address at York University, is to educate each student to "to speak with courage--[to] be credible, find a community, listen for all voices, change structures, be a leader and above all make a difference." Since they founded the school, Goudie and Moore have lead by example, earning honorary doctorate of law degrees from York University in recognition of their leadership in the field of education. On receiving the doctorate, Goudie addressed the convocation saying "Ask yourselves the tough questions: What do you want to achieve beyond your paycheque? What are you prepared to risk in order to make a difference in your communities or in the global community?" Those are, of course, very tough questions, and the Linden School is structured around them. For the wrong student, it could be overwhelming. For the right student, it can provide a very strong foundation for a lifetime of engagement, leadership, and success.
View full reportNot all Christian schools are created the same, and Wesley is one that builds from the values of the Christian faith, using them to inform the delivery of the curriculum and the lived experience of the school. The school began as a pre-school program in 1988 and has grown since then, including a move into an expanded facility in 2004. Today the size of the school is at the mean for Canada, with approximately 350 students. It’s small enough to maintain a close, connected feel throughout the school, while large enough to allow for a full spectrum of curricular and extra-curricular programming. Families who enroll here are drawn by the strength of the academic offering, the breadth of programming, and the attention to personal and interpersonal development.
View full report
An emphasis on community
Caitlin O'Leary - Parent (Jan 23, 2018)
My daughter is very bright, engaged and articulate, but she's also very reserved and shy. She was i...
View full review
"...the girls are encouraged to develop their passions and to voice their own opinions,"
Roseanne Carrara - Parent (Mar 09, 2018)
My daughter came to Linden from an overcrowded Toronto Catholic District School Board classroom wher...
View full review
"Each year we can see [our daughters'] transformation and maturing because of the mentoring and care at Wesley."
Amy Yeung - Parent (Aug 22, 2018)
I have three daughters at WCA, For all 3 of them, their teachers have been the highlight of their ...
View full review
"It has been amazing to witness ... [our children's] desire to learn, and their love for school."
Valerie Wong - Parent (Sep 05, 2018)
I have three daughters and a son who attend Wesley Christian Academy. Prior to coming to Wesley two...
View full review
"Since 1993, Linden’s holistic approach to instilling academic excellence, intersectional thinking, leadership, diversity and inclusion has given students a strong foundation with critical-thinking skills essential for success in today's complex world. Enriched small classes foster student-teacher engagement and love for learning. Students enjoy programs in technology, outdoor ed, multimedia, art, drama, music, athletics and more, taught by highly-regarded specialist faculty. Grads enjoy 100% university acceptance."
"At WCA, our preschool encourages inquiry and exploration, but we give children a head start by developing competency through phonics and math. For those in Grade 1-8, we use selected Ontario Curriculum with supplementary materials that may exceed Ministry requirements. This is balanced with sports, music, and drama clubs. All this rests on a strong foundation formed with daily Bible classes and a weekly chapel service. As Christians, we will share our beliefs, but we also warmly welcome families from ALL faiths."
"Founded in 1993, Linden is a values-driven independent K-12 school for girls and non-binary students. We are the only school in Canada specifically created to incorporate research-based, innovative, experiential programs for diverse students. Our small and supportive community uses a social justice and interdisciplinary lens to inspire and engage students. Thanks to our award-winning teachers and transformational teaching practices, we are building Canada's best socially progressive school."
"Families choose Wesley for academic excellence and spiritual foundation. Much of this is achieved through our dedicated teachers and administration team who have long term commitments to the school and students. They think of, care about, and view each child as a whole person. The focus is not just on the student’s academic performance. Wesley is about gently guiding and encouraging students towards their full potential and helping them realize that God has an amazing plan for each of them."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"Families chose Linden for the palpable feeling of community, for the innovative approach to providing an enriched, hands-on curriculum, for the small size, and for the high calibre of faculty. “Many schools talk about the ways in which their students find themselves, but in my opinion, Linden delivers this, time and time again. Girls truly do find their voice at Linden.” –Grade 8 Parent"
"Wesley is a small school but offers a strong academic focus often only found in larger and more expensive private schools. Furthermore, the academics are rounded out with a spiritual foundation to help develop one’s moral compass and extracurricular activities to broaden one's interests in the arts, music, and sports. Wesley has been referred to as the “best kept secret in Markham” in terms of value for the quality of education received."
Information not available
Information not available
"We offer a unique athletics program where all students are welcome to participate in a variety of teams—there are no tryouts or “cuts” made since we believe that everyone can be an athlete. Our sports teams are very competitive and make it to the playoff rounds in almost every tournament and league sport, often winning medals and banners!"
"At Wesley, we don’t just say we care about our students. We really mean it – whether it is giving a child a clean pair of uniform pants to wear when they are covered in mud after slipping outside, giving a primary student a special container for their tooth that just fell out, or asking the kitchen staff to make an impromptu bagged lunch for a child who forgot to bring one for a field trip. It’s the "little" things that go unnoticed but come with entrusting your child to our school."
"Our faculty are highly regarded for their responsive, transformational teaching that inspires the next generation of high-achieving changemakers. We care less about tradition and more about the future. We prioritize what matters most to our students and our inclusive community celebrates equity and diversity."
"Further to the academic and spiritual focus of our school, many of our dedicated staff pour hours into our extracurricular activities, and it is reflected by the students’ responses. Nearly 90% of our students participate in our annual Christmas play – whether it is via acting, singing, dancing, playing an instrument or emceeing. We also enter multiple teams to compete with other Christian schools throughout the year in 7-8 different sports. The pennons in the gym are reflective of our success!"
Information not available
Information not available
Information not available
Information not available
Founded in 1993, Linden is a values-driven independent K-12 school for girls and non-binary students. We are the only school in Canada specifically created to incorporate research-based, innovative, experiential programs for diverse students. Our small and supportive community uses a social justice and interdisciplinary lens to inspire and engage students. Thanks to our award-winning STEM teachers and transformational teaching practices, we are building Canada’s best socially progressive school.
Linden’s small class sizes allow for more teacher-student engagement and a strong sense of community across all grades. Linden’s exceptional physical education program with a no “try-outs” policy fosters confidence, teamwork and resilience in our students. Above all, we strive to instill a life-long love of outdoor activity in girls, whether through team sports, camping or STEM and art classes by the nearby ravine.
At Linden, we nurture civic engagement, leadership and community-building through a range of experiential learning projects, from environmental stewardship to media arts and citizen journalism. Even the youngest members of our community know that they have the power to create change and make a difference in their communities.
It is a joy to stay connected with our alumnae and hear about their exciting careers in a range of professions — engineering, computer science, performing arts, international development, and law, to name a few.
Learn more by exploring our website and joining us at our upcoming open house events.
Walk through the doors of Wesley Christian Academy and you will immediately feel that this is some place special. The chatter of busy children, the encouraging and wise quotations on the walls and the faces of caring, exceptionally qualified, and dedicated educators are but a few of the differences.
We are committed to providing all the necessary components to help each child reach his or her potential. An outstanding curriculum complemented with music, arts, physical education, and studies in foreign languages enrich the program. In order to develop a strong moral character, there must be a yardstick to measure it against. For us, our measure is based on Biblical Christian values.
Our success is evident in the lives of our many graduates who have gone on to attend some of the finest universities in Canada and abroad. Each story of these fine young men and women encourages us to continue to inspire, educate and love each student. Our future depends on their future. We are dedicated to ensuring that their future has every opportunity we can give. Come and see why Wesley is a purposeful choice.
Traditional
Information not available
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.
Not applicable
We are the only school in Canada specifically created to incorporate innovative research on girls’ educational needs. Our speciality is applying feminist pedagogy through a social justice and interdisciplinary lens to inspire and engage girls. We balance the Ontario Ministry of Education requirements with best practices in girls’ education. Research supports what we know from experience—that girls thrive academically and socially in single-sex environments. Girls are more engaged in their studies when they are empowered to ask questions, debate with each other and their teachers, collaborate in groups, and analyze their course material with a critical lens. This is why we supplement the Ontario Ministry of Education’s curriculum by enriching our courses with relevant and interdisciplinary topics that girls find more meaningful and engaging.
We offer a time tested effective curriculum with strength in language arts and mathematics. We have specialized teachers for music, physical education, and French. Our program is faith based and offers a Biblical world view.
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.
Math specialists teach our elementary students as well as high school students. All Linden students select math in high school and a majority of our alumnae select STEM subjects in their post-secondary studies. Our teachers inspire students to exceed their academic expectations; students who come to Linden and have feared math in the past end up excelling in the subject and taking more than the necessary number of math courses in high school. We excel in connecting students' learning with finding solutions to real-world problems facing their local and global communities.
Building a strong foundation through repetition and drills ensures that students are well prepared to apply the new concepts in various situations that challenge them with higher order thinking skills as demonstrated in the performance tasks.
Our program draws from diverse resources based on current research and the needs of our students.
Information not available
Although there are sometimes rich learning opportunities using calculators, students in Grades 1-8 usually perform calculations without calculators. Students with math-based exceptionalities may use calculators. High school students use calculators for most math-based problem solving.
Calculators are permitted in the intermediate grades.
Phonics-intensive
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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.
Reading instruction begins by teaching students the sounds and syllables associated with each letter. Students participate in guided reading groups and independent reading programs to enhance their fluency, accuracy and comprehension.
No
Based on small class sizes that allow deep understanding of individual student needs, we use a variety of assessments.
Systematic approach
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.
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.
Writing instruction begins with understanding basic concepts of sentence structure and the various parts of speech. As the students progress, they are given more opportunity to apply their skills in creative pieces as well as practical assignments.
Expository
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.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
We know that engaging girls in science, technology, engineering, and math (STEM) from an early age directly influences their choice of post-secondary education and career paths. Girls who have confidence in their ability in these fields are more likely to perform well in math and science courses. Improving girls’ belief in their abilities is essential as they move from elementary school into middle and high school. Girls are more engaged when taught math and science concepts in the context of real-world phenomena, using real materials to make connections between mathematic and scientific theory, technology, and their everyday lives. This is why even our youngest students conduct experiments in our science lab, participate in math fairs, and learn computer programming. As a result of our engaging pedagogical approach to STEM subjects, every Linden high school student chooses more than the required number of courses in math and science.
Ontario Ministry of Education curriculum expectations are followed throughout the grades as they relate to God’s world and understanding that God created the earth and all that is in it. Students are given opportunities to apply their knowledge in hands-on experiments as they develop their problem solving skills through scientific inquiry.
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
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
Research shows that learning improves when girls construct their own understanding of concepts by asking questions, and through discussion and experience rather than by memorizing rules or definitions. We offer a safe environment where our students are encouraged to influence class discussions, to take risks, and to ask questions without fear of failure. We encourage even our youngest students to pose challenging questions and to share their answers courageously. As a result, our students learn to love inquiry. Whether examining media or traditional curriculum materials, our girls ask, “Where is the girl or woman in this story? Who speaks? Who is spoken about? Who benefits? Who loses?” By encouraging students towards intellectual risk-taking and questioning the status quo, we go beyond traditional all-girls schools to incorporate the values of equity, diversity, and social responsibility within our curriculum.
Students study a variety of literature throughout the grades.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Ontario Ministry of Education curriculum expectations are followed throughout the grades. Students learn to explore and analyze the ways in which they can contribute to society as well as their role in their family, community, province, country and the world.
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.
Information not available
Students in grade 7 and 8 follow the Ontario Ministry of Education curriculum expectations for both history and geography. The history program studies early Canadian history. The geography program focuses on the world around them and how students can become responsible citizens. Students learn to analyze evidence in order to evaluate and compare past events and situations with present day events and situations.
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
Through real-life situations students learn how to read, write and speak in the French language. The French program teaches the students an appreciation for the French culture. The Biblical aspect is incorporated into the French program through the memorization of Bible verses and the use of worship songs.
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
Information not available
Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
We encourage creative experimentation and ensure that student artwork is exhibited and celebrated throughout the school on an ongoing basis. Students also become art appreciators and critics by being introduced to the major periods in art history. Linden’s music program teaches students not only to play music, but to analyze and appreciate it as well. Our small classes allow teachers to help each student with playing and singing. Once a girl becomes comfortable on stage, she becomes even more confident using her voice in all areas of her life. This is especially true for our drama program where developing confidence in one’s voice is a critical component. Girls perform and write a wide variety of pieces, including monologues, movement pieces and short plays, culminating in highly successful public performances.
The arts curriculum focuses on music, visual arts and drama. All students participate in the music program. In grade1, and 2 students learn an appreciation for music through a focus on rhythm and vocal skills. In grade 3 students begin to apply their knowledge as they learn the ukulele. In grade 4, students learn to play the recorder. In grades 5-8, students meet the curriculum expectation in music through their learning of band instruments. In visual arts, students use a variety of forms of media as they learn about the principals and elements of art.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Bridging the Gender Gap in Computer-Related Fields: Girls and women continue to be under-represented in technology-related fields. Our program gives girls the encouragement, motivation, and skills needed to pursue opportunities in these areas. From the earliest grades, Linden girls are taught to use technology in safe, ethical, and creative ways, and are encouraged to view themselves as producers of technology, not just consumers or end users. Therefore, girls learn programming skills in each grade. We begin with basic logic that explains how computers “think,” and progress toward creating programs using user-friendly interfaces that allow girls to build code, and finally work toward text-based code (such as the Python language) in the middle years. Media literacy is also an important part of the computer studies program and students learn to use a variety of digital tools including word processing software, design and layout tools, spreadsheets, slide-shows, audio-editing software, and movie-making programs.
The use of technology is incorporated into many aspects of the students’ learning. Students have weekly media classes in which they learn to use various technologies and programs. There are SmartBoards in classrooms to assist and support student learning. Students are taught to use technology in a responsible manner.
Web design
Robotics
Computer science
Athletics at Linden is a well-rounded curriculum of physical education, health class, and daily physical activity. Our athletics program is recognized for innovative instruction and student engagement. Smiles, sweat, and self-confidence are the products of team training and phys-ed classes at Linden! Linden students have the opportunity to participate in sports such as soccer, ball hockey, basketball and track and field. Joining a sports team does not require tryouts. No one is cut from an after school sports team or judged on their beginning skill level. This unique environment allows students to improve their technique. Breeding self-esteem and a strong sense of self is our way of using sports to empower our students.
The Physical Education program follows the Ontario curriculum expectations. It focuses on learning movement skills through cooperative games and developing students confidence, skills and interest in being physically active. The health portion of the program is guided by the Ontario curriculum in keeping with the values of the school.
Academic
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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.
The Linden School offers a girl-centred, full-day Kindergarten program for children 5 years of age and up. Our program helps establish a strong foundation for learning in the early years within a safe and caring play and inquiry-based environment that promotes the physical, social, emotional, and cognitive development of all children. Our program consists of a balance of exploration and investigation, play, guided instruction, and explicit instruction. Inquiry-based learning allows children to actively participate in their own learning by asking questions and sharing ideas. To learn more, click here.
Our school embraces the concepts of How Does Learning Happen by encouraging inquiry, exploration and well being. We foster a sense of expression and life long learning. We believe firmly in giving children the tools they need to develop competency in literacy and numeracy and therefore begin phonics and mathematics in preschool. We teach both manuscript and cursive writing and promote a sound set of foundations on which to build future learning.
Accelerated
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 main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Information not available
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Information not available
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Information not available
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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."
The Globe and Mail recently featured an opinion piece by Associate Principal and STEM Curriculum Leader Beth Alexander, in which she discusses educating with and without screens, students' mental health post-pandemic, AI, and her STEM classroom which she describes as a "joyful mess"! You can read it here.
We strive to nurture the whole child. We build a program that meets the needs of the students intellectually, physically, emotionally, socially and spiritually.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
|---|---|---|---|---|
| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
| ||||
Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
The Linden School views accommodations for students as a partnership with families. We expect families to provide medical, social-emotional, and academic support outside of school as needed.
Admission for students with a formal diagnosis with be granted on a case by case basis. Considerations need to be made regarding other students who may already be in the class, the teacher's workload and experience, and the availability of support staff and corresponding support programs. For those without a clinically diagnosed learning disability who develop difficulties while at Wesley, our approach is to discuss accommodation, modification or remediation to the curriculum with the family while encouraging them to get a formal assessment so that more information can be acquired to help the child.
We provide a variety of supports for students with many different learning needs according to their IEPs (Individual Education Plans). We are not currently able to modify the expectations of the Ontario curriculum. Although our teachers are trained in accommodating different needs, we do not offer withdrawal support to a specialized special education classroom. Our smaller class sizes allow teachers to help students overcome challenges through encouragement and greater attention in specific areas of need. Girls are encouraged to ask questions and are mentored to develop their own learning and coping strategies.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
JK - 12
20%
0%
$6,000
$0
80%
100%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Dec 12, 2022
Rolling
Not available
Not available
Yes: grades JK - 12
No
No
No
No
No
Yes: grades 7 - 12
Yes: grades SK - 8
No
No
No
No
We welcome girls and other gender minorities from diverse backgrounds who demonstrate intellectual curiosity as well as academic and personal potential. Students who are excited to learn, to share their ideas, and be active participants in our community thrive at Linden.
Admissions Application Guide
Our admissions team will be happy to answer all your questions and show you everything Linden has to offer.
1. Explore Linden's Program by Booking a School Visit and Tour
Meet Linden students and faculty, and explore our program and philosophy with a personalized tour of the school. An admission application is not necessary for booking a school visit.
2. Apply
Admission for the 2022-2023 School Year: Mid-year admission is available in many grades! Please follow the requirements outlined below.
Admission for the 2023-2024 School Year: The deadline for admission applications is Monday, December 12, 2022. Applications received after this deadline will be considered on a rolling basis as space permits.
To Apply:
3. Interview & Assessment
4. Admission Offer
6. Experience Linden
Contact Us!
If you have a question about applying to Linden please get in touch:
If you are interested in applying for admission to Wesley Christian Academy and Early Learning Centre, please submit the following to the Admissions Office for each student in your family for whom you are applying:
Upon receipt of same, we will contact you to arrange for an interview with you and your child, which may include an assessment. The interview and assessment will form part of our application review.
If an offer of admission is made to your child, we will require a non-refundable Registration Deposit of $1,000.00 for Elementary School, or $400.00 for the Early Learning Centre and a non-refundable Enrolment Fee equivalent to the first month’s tuition, along with nine post-dated cheques for the balance of the tuition (or preauthorized payment form and void cheque), in order to secure his/her registration.
