22 Heritage Road, Markham, Ontario, L3P 1M4, Canada
781 Richmond Avenue, Victoria, British Columbia, V8S 3Z2, Canada
22 Heritage Road, Markham, Ontario, L3P 1M4, Canada
781 Richmond Avenue, Victoria, British Columbia, V8S 3Z2, Canada
1988
1913
400
854
Nursery/Toddler to 8
JK to 12
Coed
Coed
Day
Homestay, Day, Boarding
English
English
Academic
Academic
Traditional
Progressive, International Baccalaureate
15 to 20
16 to 18
Accelerated curriculum
In-class adaptations
$11,300 to $13,760
$20,840 to $39,005
$57,260 to $73,145
No
Yes
0%
15%
None
SK to 12
$0
$2,000
31
57
0%
3%
100%
72%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
No
Yes: grades Preschool - 12
No
No
information not available
“By any metric, Glenlyon Norfolk School is one of the best of its kind in Canada, namely a school that offers the full IB curriculum with two unique boarding options, and prepares students for post-secondary education and beyond.”
“What distinguishes GNS is that attention to self-awareness.”
Read The Our Kids Review of Glenlyon Norfolk School
Not 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 reportGlenlyon Norfolk School started its long life in 1913 as a girls school, the founders intending to establish something better, something more forward thinking, much like other girls’ schools that have a similar pedigree. Later, a boys school was established nearby, and in 1986 they combined to become the school, at least in broad outlines, as it exists today. In keeping with the initial vision, the school intends to be at the leading edge of instruction, continually evaluating what it offers and ensuring that it’s in keeping with what students will need for success at post-secondary studies and beyond. In 1996 it became an IB World School with the adoption of the Diploma Programme, adding the Middle Years Programme and Primary Years Programme in 2004 and 2007, respectively. With them, GNS became one of the first schools in the country to offer the full continuum. The tradition of evaluation and evolution continues today, in a very literal sense, with the school in the midst of an ambitious strategic plan, one intending to keep the school at the forefront of innovation while reflecting the values and ideals that have informed the life of the school for more than a century. The offering, rightly, is highly regarded, and serves as an example to other schools nationally. The ideal student is one who can thrive in a challenging, vibrant, dynamic learning environment.
View full report
"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 ...
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"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
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"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."
"Glenlyon Norfolk School is an inclusive family-driven community whose members care about each other and the world around them, where dedicated teachers and staff deliver the full International Baccalaureate Program in a co-educational environment from First Steps to Grade 12. Building on our foundation as a university preparatory school, we encourage students to be curious, engaged and balanced learners who are ready to take positive risks, make mistakes and discover their true selves."
"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."
"Every student at GNS is an IB learner. During their time at GNS, they are encouraged to ask questions, investigate topics independently and take action about issues they feel are important. Building on a foundation of over 25 years of training and experience, our teachers have created a unique approach to delivering the IB curricula that enables our students to develop higher-level skills in inquiry, analysis and innovation that they can put into action in the real world today and in the future."
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"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."
"At GNS, you are not just another student. The GNS experience is an enriched one that meets every student where they are and supports them to do their very best. This is possible because of our people. Our community. A strong partnership between the school and our families creates the best environment for student growth, and the relationships forged between students and teachers who know them and care about them as individuals set us apart and make our great school truly exceptional."
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"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."
"GNS is a Canadian school with a global viewpoint. As an International Baccalaureate school with membership in the Round Square, our staff strive to broaden our students’ world views, both inside and outside of the classroom, to impart to each student that we all have a role to play in the maintenance and growth of our communities. Being part of the GNS community prepares students to recognize how their actions have an impact on the world around them and helps them become capable global citizens."
"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!"
"We embrace the greatness of small. Our students enjoy the richness of opportunity that comes from being a part of a small school that offers large school programs, where everyone is encouraged and expected to take part. Play on the soccer team, perform in the musical, or organize a beach clean-up—we count on our Gryphons to be active, involved members of our community. As a result, students gain confidence, learn how to work for and with others, and are inspired to pursue their passions."
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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.
I am honoured to be the head of the Glenlyon Norfolk School community school, entrusted with ensuring a quality education for our students from Gryphon First Steps (3 years old) to Grade 12.
We are a proudly Canadian school with a global viewpoint, as demonstrated by our International Baccalaureate (IB) World School designation.
If you’re reading these words you’ve already begun an important process. If you explore further you will find detailed information and vivid descriptions of student life, both inside and outside the classroom, at each of our two unique and idyllic campuses.
You’ll discover the depth and breadth of the IB curricula that underpins every aspect of our academic life, and you’ll learn about the first-class co-curricular opportunities that ensure each and every GNS student has the opportunity to embrace an experience that is well-rounded, challenging and fun.
In that sense, GNS is no different from so many of the other fine schools in BC, across Canada, and around the world.
But GNS is so much more than that.
The GNS experience is an enriched one that meets every student where they are and supports them to do their very best. This is possible because of our people. Our community. The partnership built between the school and our families creates a strong environment for student growth. The relationships forged between students and teachers who know them and care about them as individuals set us apart and make our great school truly exceptional.
As I often state, the foundation of GNS lies in Our Core Values. Truth. Courage. Caring. Individuality. Community. These principles guide each member of the “GNS Family,” as we ensure the school remains an exceptional place for students, parents, families, alumni, faculty and staff. I know that my two boys love it here!
Our collective philosophy is to never miss an opportunity to celebrate one another’s achievements, but to also never miss a chance to grow and to learn. As in many schools, excellence at GNS is measured in part by academic success, but it’s also gauged by the development of empathy, by the discovery of new passions, by a willingness to push beyond comfort zones, and by the ability to create and maintain enduring relationships and friendships that last a lifetime.
We’re so excited that you’re considering joining our community, and we look forward to assisting you through the process. If you have questions, please ask. If you have comments, I hope you’ll share them with our Director of Enrolment, Trevor Mannion.
The journey you are about to embark on is one that is shared and enhanced by every other member of this community. Together, we’ll ensure that the future is brighter for you, for your family, and for our school.
Warmly,
Chad Holtum
Head of School
Progressive
International Baccalaureate
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.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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.
As an IB continuum school, Glenlyon Norfolk School offers a seamless approach to the International Baccalaureate programmes for students at all grade levels. Our uniquely designed and delivered educational program allows us to challenge and support students of all abilities, allowing them to do their best in everything they do. Students are inspired by knowledgeable, committed teachers who are IB experts, and are encouraged to take risks and make inquiries surrounded by supportive peers and classmates. Regular communication with parents allows us to foster a positive partnership between student, family and school for the benefit of all parties. We also provide comprehensive exposure to athletic, artistic and service opportunities that allow us to develop well-rounded students of character. Ultimately, our goal is to ensure students graduate with the tools necessary to find success in their post-secondary studies and to live happy and successful lives.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
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Balanced Literacy
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.
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.
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.
Reading is taught through the IB Primary Years Programme Units of Inquiry as well as a separate foundation skill. Teachers differentiate for all learners making it possible for all students to progress at their own pace.
Equal balance
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.
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.
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.
Students work on this skill by using a writing continuum that has been co-constructed by them. They develop their writing by being able to see where they are currently and where they are headed, making this a highly differentiated approach to learning. Writing is incorporated into all aspects of the curriculum. All teachers are considered teachers of writing, and this skill is part of every IB Primary Years Programme Unit of Inquiry.
Inquiry
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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.
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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
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Students study a variety of literature throughout the grades.
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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
Expanding Communities
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.
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.
Social Studies is taught through the programme of inquiry which is the focus of the IB programme at the elementary years. There are overriding unit themes such as "Where We Are in Place and Time" and then broken into units of inquiry that reflect these broad ideas in age and stage appropriate ways. Key concepts are covered in every grade and, in the earliest grades, a global perspective is incorporated into these units of inquiry.
Equal Balance
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.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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.
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
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.
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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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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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.
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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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
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Web design
Robotics
Computer science
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.
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Academic
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.
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.
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.
Our students are engaged in an enriched, values-based curriculum delivered by well qualified teachers with warmth, friendliness and expertise. The International Baccalaureate Primary Years Programme provides a fabulous framework of inquiry to develop strong foundation skills that allows personalized learning to be at the forefront. Pastoral care is an important part of school life for our learners as it allows all students to challenge themselves to be their very best in a safe and supportive environment. Nature school each week complements our rigorous academic programme, as does our waterfront location allowing students to engage with nature in a meaningful way.
Standard-enriched
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).
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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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”.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We strive to nurture the whole child. We build a program that meets the needs of the students intellectually, physically, emotionally, socially and spiritually.
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RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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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
SK - 12
0%
15%
$0
$2,000
100%
72%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
No
Yes: grades Preschool - 12
No
No
No
No
Yes: grades SK - 8
Yes: grades 3 - 12
No
No
No
No
We are looking for well-rounded students that exhibit the 5 As: Academics, Athletics, Arts, Adventure, and Active Citzenship. A student who is curious, engaged and kind and who will appreciate the small, close-knit community that is GNS and will take advantage of all of the opportunities given to them here whether it be in the arts, athletics, the IB program, service, or the Round Square.
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.
Application requirements include receiving a completed application form along with a $250 application fee and the two most recent report cards for the applying student. Older students must then complete the entrance exams. We also require the completion of a confidential student report from a current teacher. For international students, we also require copies of passports for both the student and his or her parents, as these are necessary for preparation of custodianship documents. Once these items are received, we perform an onsite or Skype interview. We also prefer, where possible, for the applying student to visit the school for a day.
