435 King St N, Waterloo, Ontario, N2J 2Z5, Canada
323 Keele Street, Toronto, Ontario, M6P 2K6, Canada
345.0 km
335.0 km
2012
1978
120
1080
7 to 12
9 to 12
Coed
Coed
Day
Homestay, eSchool, Boarding, Day
English
English
Academic
Academic
Progressive
Traditional
12 to 16
Varies
In-class adaptations
$1,950 to $18,900
$22,550
$8,160
Yes
No
20%
0%
7 to 12
None
$0
$0
20
270
0%
32%
0%
90%
7, 8, 9, 10, 11, 12
9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 7 - 12
Yes: grades 10 - 12
No
No
information not available
information not available
information not available
Waterloo, perhaps it goes without saying, has truly come into its own, with a proliferation of companies in the tech sector and a wealth of infrastructure servicing it. Waterloo Independent is a sign of that boom, having been established concurrent with it, and happily benefiting from all the resources the city offers, particularly—this also goes without saying—the University of Waterloo, which literally sits next door. Many schools intend to offer students an experience in line with that they’ll have when they move on to post-secondary studies, though WISS is particularly well situated in that regard. The academic program is rigorous, with the international student population adding depth and breadth to the overall student experience. Course offerings include AP options, and the focus is very much on addressing the needs of university-bound students, granting them all the skills, knowledge, attributes and postures necessary for success in post-secondary life.
Small class sizes, a diverse student population, as well as all the essential supports for international students are all primary draws to the GLCT program. Located in downtown Toronto, itself a vibrant and diverse community, only adds to the student experience. Established in 1978, the school has a long history of doing precisely what it intends, which is to support international students in their desire to gain access to North American post-secondary programs, and to succeed once there.
Waterloo Independent SS sits beside the world-renowned University of Waterloo which many of our graduates attend. Our goal is to ensure that students are well-prepared for post-secondary studies. Academics are emphasized and high standards are set. Courses are designed to arouse curiosity in students using projects as a window into the real world. - University preparation focus - Performance-based programs - Individual study path planning - Personalized guidance - Co-curricular programs - Laptop school
GLCT a Center for quality Education, established in 1978. Our students: Excel Academically with the Ontario qualified and experienced teachers. Achieve Post-Secondary & Career goals with the caring support of experienced Counselors. Enter the reputed North American Universities with the utmost knowledge and Confidence and excel there. GLCT offers a very unique and "Personalized English as a Second Language" program combined with the Learning Strategies model. We value our partnership between school and home.
At Waterloo Independent Secondary School, we understand the challenges that students face, in particular students who are new to Canada. Parents choose to send their children to Waterloo Independent Secondary School with the expectation that they will be admitted to a Canadian university of their choice and that they will graduate successfully. Parents entrust their children to us and place all their hopes in us for their children’s future. Our obligation is to earn the trust of both students and their parents. Our mission is to support students in making decisions that will help them reach their goals.
We have great expectations for all of our students. We want them to show enthusiasm for learning English well. We work hard to foster a spirit of independence in them because we know how important it is for their success in university and college. We want them to develop in character so that they are well prepared when they leave school and go into the workplace. WISS encourages students to be diligent in their school work, to persevere through difficult times, and to do their best.
With the guidance of teachers and school administration, our students will reach their port of dreams. It is with great pride that we watch our graduates go off to university. Our confidence in their success comes knowing that they have had excellent teachers and strong guidance along the way.
In today's world, education is a most important and powerful acquisition for those who want to have a fulfilling and successful future.
A quality education provides the necessary knowledge, skills and values that allow a person to be both a high-income earner as well as being an understanding, compassionate human being. For this reason students and parents search far and wide for the schools and programs available to them.
At The Great Lakes College of Toronto (GLCT), we are in a unique position of helping students to achieve this kind of education. By enrolling at GLCT, we prepare students to enter university or college for the next step of their learning pathway. For those who need special help with their English language skills, our ESL program moves them through different stages of English language fluency, until they have reached a level that allows them to participate fully at university or college. In addition, we also assist students to successfully complete the necessary secondary school pre-university courses that qualify them to enter directly into the university or college that best meets their educational goals.
At GLCT, we are particularly proud of our ability to offer 5 different entry points throughout our 12-month school year. Students with an excellent academic background and strong motivation can complete their university preparation program in as short a time as 5 months, while most take the traditional 7 or 10 months, students with ESL needs will take longer. In order for students to complete the necessary courses and marks for admission, our guidance counselors develop individualized educational plans that are unique for each student. Once these plans are established, students are then given focused and enhanced learning activities, allowing them to utilize their personal learning styles to gain the necessary knowledge and skills for higher levels of education.
The Great Lakes College of Toronto for over 35 years has been preparing its local and international students to gain admission to their preferred university or college in Canada, the United States, the Great Britain and other countries. Each year, a large number of our graduates receive scholarships that reward them for their accomplishments and help pay for their post-secondary education.
We are justly proud of all our student's accomplishments! I hope you will consider following a similar path to The Great Lakes College of Toronto. Your future success is only a step away!
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.
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Waterloo Independent Secondary School challenges students to stretch their minds and go beyond academics to become responsible, independent, and community-oriented. WISS graduates are well-prepared, open-minded, and eager to learn. Our graduates have become community leaders, successful in businesses, and contribute fully in a variety of enterprises. Students are the centre of our attention and our dedicated teachers work continuously to seek out fresh and exciting opportunities for them. Teachers spend time in activities such as extra academic support after school, evaluating the quality or reliability of information, and looking for alternative solutions to a problem. We, at WISS, enhance the Ontario Secondary School Curriculum.
We are a traditional International Day School. At GLCT, we have developed a culture that manifests itself in increased student learning, we focus on inquiry-based and student-centered learning. Qualified teachers first identify the areas of needs of students, set individualized learning goals, develop targeted solutions to improve students’ performance and achievement. With a deep understanding of the curriculum and effective instructional strategies, teachers equip students with the utmost knowledge and confidence to excel academically and personally. We establish customized timetables for students to meet the specific needs and leverage their unique strengths. We ensure that all students experience meaningful and purposeful success. Our Synchronous learning model has put us as the head of the pack. We provided structured opportunities for peer collaboration and interactions. Students had the benefit of both audio and visual options to connect with their teacher and the teaching materials. Thanks to the impressive efforts of teachers that students were actively involved and engaged to demonstrate the mastery of the learned skills and knowledge. COVID-19 has turned GLCT into a caring “community”.
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.
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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.
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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.
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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
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Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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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Receptive
These programs have an equal emphasis on receptive and creative learning.
Receptive arts programs emphasize art history (visual, music, theatre, etc) and appreciation over creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. The goal is to give students a core body of knowledge related to the arts, while developing their cognitive, emotional, and aesthetic sensibilities. Studio-work is still a component of most reflective programs, but it plays less of a role than in creative programs.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light 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.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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Supportive
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 “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.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
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Waterloo Independent Secondary School |
Great Lakes College of Toronto |
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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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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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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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
7 - 12
20%
0%
$0
$0
0%
90%
7, 8, 9, 10, 11, 12
9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 7 - 12
Yes: grades 10 - 12
No
No
No
No
Yes: grades 9 - 12
No
Yes: grades 9 - 12
No
No
No
At WISS, we welcome students who have goals for the post-secondary education and are resilient with their study. We believe students who have goals and never give up, after a lot of help from our teachers and staff, they all have potential to achieve!
Application/Registration:
1. Please fill the application form online: www.waterlooss.ca/apply.
2. Please send your child’s current school academic information (i.e. credit
summary or report cards).
3.Make Payment (Check/Draft/EMT)
OSR Transfer :
If you are from an Ontario School, WISS will send you the Ontario Student
Record (OSR) Transfer Form to sign and will request the transfer of your OSR.
If you have any questions, please contact our office at [email protected]
435 King St N, Waterloo, Ontario, N2J 2Z5, Canada
323 Keele Street, Toronto, Ontario, M6P 2K6, Canada
