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7410 Blackfoot Trail SE, Calgary, Alberta, T2H 1M5, Canada
16520 - 24th Street Southwest, Calgary, Alberta, T2Y 4W2, Canada
7410 Blackfoot Trail SE, Calgary, Alberta, T2H 1M5, Canada
16520 - 24th Street Southwest, Calgary, Alberta, T2Y 4W2, Canada
7,245.2 km
7,249.8 km
1982
1980
680
1020
7 to 12
JK to 9
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Traditional
Traditional
18 to 22
20 to 25
$22,460
$3,210 to $7,595
No
No
0%
0%
None
None
$0
$0
113
85
0%
0%
65%
50%
7, 8, 9, 10, 11
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 11
Yes: grades K - 9
No
No
information not available
information not available
West Island College was founded in Montreal in 1974, and was intended to provide a strong bilingual option for families living on Montreal’s West Island. The program there provided a foundation, and a name, for West Island College in Calgary when it was established in 1982. That said, the school quickly established its own independent operations and identity. As such, it was free to build and grow to meet the needs of its students, and it certainly has. The international programs are robust, as are the language programs, all of which contribute to the overall culture of the school. It’s a very interactive, engaging environment, one that requires a lot of the students who attend while also providing the support they need to succeed. The ideal student is one who shares the school’s foundational values and can thrive in a very active and engaging student environment.
View full reportThe initial draw for families considering Glenmore is the values piece: a full curriculum taught through the Christian lens. Certainly, that’s something which distinguishes the school within the region, and often is the first point of contact. What families find in the school, however, is both that and whole lot more. Given the size of the school, Glenmore is also able to offer a very rich, diverse range of programming, something that understandably is also very attractive. There is a full program of intramurals, and the breadth of the music program—including options for individual lessons—is something that also distinguishes the school. A mission program at the grade 9 level offers an international experience earlier than in a majority of programs, and can provide a very nice punctuation to a student's experience at Glenmore. The ideal student is one who will thrive within a vibrant, challenging, community-centered learning environment.
View full report
"...the teachers at WIC are effective communicators inside and outside of their classrooms"
Jing Li - Parent (May 22, 2020)
We have two sons in WIC, both of whom started from grade seven. My older son is graduating in June 2... View full review
"WIC provided me with a very balanced set of opportunities that helped me thrive academically in university"
Adam Broniewski - Alumnus (May 29, 2020)
My time at West Island College (WIC) was incredibly memorable and has been influential in shaping me... View full review
information not available
"West Island College (WIC) in Calgary is an independent Grade 7-12 university preparatory school, offering both English and French Immersion programs. WIC cultivates a diverse community grounded in integrity, impact and legacy. With a strong focus on academic growth and overall well-being, students are supported to reach their full potential. Through rigorous academics, International Studies, Fine Arts, Athletics and its flagship Institute Program, students are empowered to Be Brave. Be Ready. Be the Future."
"Glenmore Christian Academy’s mission is to Teach Truth, Inspire Excellence, Experience Christ and Serve Through Love. Through a Biblical worldview, students learn liberal arts, sciences, fine arts, languages and Phys Ed from specialist educators in our state-of-the-art facility. Extra-curricular options include performing arts, band, intramural and competitive sports. In Junior High, students partake in outdoor leadership programs including an international Mission Trip in Grade 9."
"At WIC, a university preparatory education is just the beginning. With English and French Immersion programs, AP courses, the Institute Program, global travel, athletics, and fine arts, students build the skills, relationships, and resilience that assessments alone can't measure. Our community is designed so that every student feels known and challenged at the same time — because we believe students who lead with integrity and act with purpose don't just achieve — they leave a legacy."
"GCA is more than just a school: it is a community. It is our priority to work in partnership with parents to help our students discover their God-given talents. At GCA, Bible is more than just a subject. Our enriched academic program is infused with a Biblical perspective, even in the core subjects. Christ is in everything that we do. These two elements working together allow us to provide students the tools they need to continue to thrive academically and spiritually when they graduate."
"At WIC, helping students discover their passions isn't an afterthought — it's the foundation. Learning goes beyond lectures and assessments; we invest in experiences that spark curiosity, build confidence, and develop the whole person. Second language learning broadens perspective, Institutes connect students with real-world industry mentors, and student-led clubs cultivate leadership and collaboration. Outdoor education, athletics, and fine arts challenge students in new ways, while initiatives like Pathway Grants and our on-campus greenhouse nurture wellness and innovation. This approach puts students at the centre of their own learning — and while it may look different from a traditional model, it's precisely what shapes graduates who are resilient, future-ready, and grounded in growth that lasts a lifetime."
"Given that educational time is allotted for both Bible classes and chapels, we are unable to start option languages earlier than Grade Four. It also limits the amount of languages we can offer."
"For more than four decades, WIC has been shaped by moments that reflect its deepest commitments. Founded with Francophone roots, the College grew into a school where language and global perspective remain central — with French Immersion and English-stream programming as defining pillars.
The Institute Program marked a turning point, connecting students with industry mentors and real-world experience. Project Here & Now placed wellness and belonging at the heart of school life, while our athletic field, Wolves Den Hub, fitness centre, and greenhouse opened new spaces for growth.
Most meaningfully, WIC has built a community grounded in integrity, where diverse voices are welcomed and purpose is shared. Each milestone hasn't just added to what WIC offers — it has deepened who WIC is. Together, they form the foundation of a school committed to developing students who are resilient, future-ready, and poised to leave a lasting legacy."
"Our school began in a small clubhouse on the property of the original First Alliance Church in Calgary. The first key juncture was the creation of our current campus in 1991. Over the years, we created a 535-seat theatre, a full service cafeteria, and opened a separate Junior High building in 2012."
"A WIC student is one who is ready to show up — curious, committed, and willing to be challenged. They bring respect and empathy to a diverse community, and they understand that belonging and achievement go hand in hand. The right fit is a student eager to explore what's possible, whether through second language learning, the Institute Program, athletics, fine arts, or student leadership. Families who thrive at WIC share a belief that education is about more than grades — it's about developing integrity, discovering purpose, and building resilience that lasts a lifetime. At WIC, students take an active role in their own learning, and they leave not just prepared for university, but poised to turn their ideas into impact and leave a lasting legacy."
"The students who thrive at GCA are academically motivated, involve themselves in our athletics and/or arts programming, and also have a desire to learn more about the Bible and grow their faith in Christ."
"WIC may not be the right fit for families whose primary focus is academic performance above all else. Our model is intentionally broader — students are expected to engage, take risks, and grow through experience as much as through coursework. Families seeking a traditional, lecture-based environment where success is measured by grades alone may find our approach less aligned with their expectations.
We welcome all personalities, but we do ask that every student find their way of contributing — in the classroom, through an Institute, in the arts, on a team, or simply by showing up with curiosity and respect. That commitment to being an active member of the community is central to what makes WIC work.
Finally, families seeking conformity over curiosity or compliance over character will find that WIC operates differently. We develop students of integrity and purpose — and that requires embracing a model where growth, belonging, and impact matter as much as achievement."
"While there is a high demand for students with special needs, we are only equipped to deal with mild learning issues. As a Christian school, we infuse the Bible in everything we do, so parents should want to see their child grow both academically and in their faith."
"Families choose WIC because they see more than a strong education — they see a meaningful experience that inspires confidence, growth, and purpose. Our reputation is built on balancing academic rigour with challenge, belonging, and opportunity. Dedicated and passionate teachers, supported by our Student Success Centre, ensure that students thrive socially, emotionally, and academically. Programs such as second language learning, AP courses, and the Institute Program stretch students’ knowledge, while athletics, arts, and student-led clubs make learning engaging and enjoyable. This combination is what helps WIC students own their future and make a positive impact."
"Those that apply to Glenmore Christian Academy are looking for an educational program where their child will be taught how to become a life-long learner, be encouraged to grow in their faith as they learn about Jesus Christ and be given opportunities to put that faith into practice."
"As an independent school leader, WIC is known for excellence in both English and French Immersion programming, and for a reputation that combines academic strength with a focus on well-being. Our campus in Calgary’s industrial southeast, next to the Calgary Farmers’ Market on Blackfoot Trail, reflects our innovative and entrepreneurial spirit and continues to grow with dynamic facilities and spaces that enrich student life. Families see WIC as a place where students can discover passions, build confidence, and prepare to own their future. With over 3,000 Forever Wolves alumni inspiring and mentoring future graduates, WIC is recognized as a community that builds resilience, knowledge, and vision while empowering students to lead with purpose in ways that are true to them."
"The majority of our families come to our school because they know another family that’s had a great experience at the school. We also have a Ministry to Others program in Junior High that supports the “Serve through Love” part of our mission statement and allows our students to serve the public in various ways."
"One of the most underappreciated aspects of WIC is the depth of support behind each student’s journey. While families often notice our academics and programs first, what they may not immediately see is how intentionally we nurture students’ growth as whole, well-rounded individuals.Our Student Success Centre works closely with students and parents on everything from social-emotional growth to academic support to future planning. The culture of mentorship — through teachers, alumni, and student leaders — ensures that every learner is seen, known, and encouraged. This combination of personal support and opportunity creates a foundation where students can take risks, discover passions, and truly own their future."
"At GCA, we are truly blessed to have a wonderful facility for our students and staff. Our facilities team are all dedicated Christ followers and completely committed to what they do, and are an incredible example to the rest of our staff. The work that goes into keeping our school clean and safe is a huge endeavour, and our facilities team members are truly inspirational."
"Even on a busy campus, students are known by name and supported as individuals, which is often an unexpected difference for families. They are also surprised by the breadth of opportunities beyond the classroom. Our Institute Program stands out, connecting students with local industry experts and real-world experiences that transform interests into future pathways. In Junior High, every student studies a second language — French or Spanish — building global perspective, while Grade 7s begin with band, visual arts, and drama to develop a foundation in the arts before other options open. International travel, athletics, and leadership further expand these opportunities. Spaces like our greenhouse, Wolves Den fitness facility, and full-sized athletic field reflect how wellness and innovation are part of daily life. Together, these elements combine with strong academics to prepare students to be bold, brave, ready, and confident in owning their future."
"The culture at GCA is incredibly diverse. Our community is comprised of students whose families are from all over the world, and from more than one sect of Christianity. At GCA, we come together and celebrate our differences all under the banner of Christ."
"Recent improvements at WIC have focused on expanding opportunities for students both in and beyond the classroom. We introduced Pathway Grants to support innovative student projects, elevated our game with the opening of a full-sized athletic field, and strengthened the Institute Program with new pathways and partnerships. Wellness has been reimagined through Project Here & Now, while our Wolves Den fitness facility and greenhouse reflect how we evolve our spaces to create unique opportunities for learning and growth. We have also expanded AP and dual credit options and deepened our commitment to diversity, equity, inclusion, and belonging so that every student can thrive in an environment that supports their passions, well-being, and future aspirations."
"In Elementary, after Grade Three, we move to a diad model for Grades Four and Five, slowly introducing our students to the concept of different teachers for different subjects. By Junior High, students are moving from class to class as they would in High School. We have expanded our highly popular intramurals program for Grade 4 & 5 students to include Grade 6 & 7 students, with Grade 8 & 9 students having the opportunity to take on leadership roles. We are continually offering more clubs including the Grade 6 & 7 Drama Club, the Investment Club, a STEM club and more. Finally, “Logic” as a subject has been introduced to Jr High."
"Guided by our new five-year Strategic Framework, WIC will expand opportunities that prepare students for a changing world. Pathway Grants will fund and mentor innovative student projects, while the Institute Program will grow with new pathways and partnerships that connect students to industries and future careers. French Immersion will remain a defining strength, and our campus will continue to evolve with spaces that inspire learning, wellness, and belonging. United as a community, WIC is committed to developing students who are bold, brave, and ready for what comes next."
"We are currently pursuing the expansion and development of an off-site private Christian High School."
We are delighted that you are considering WIC for your child’s next step in their educational journey. Choosing the right school is a big decision, and we invite you to explore what makes WIC truly unique. Be sure to check out our Virtual Tour and discover the WIC Difference for yourself!
Since stepping into my role as Head of School & CEO in July 2021, I have seen firsthand how WIC continues to evolve and flourish, demonstrating why we are a top choice for many families.
From the installation of our greenhouse to the creation of the Wolves Den Hub and Corner, we have expanded opportunities for students to explore their passions in dynamic learning spaces. Our new full-sized athletic field and green space further strengthens our commitment to excellence and community connection while fostering school spirit, and encouraging physical wellness.
But what truly sets WIC apart is our people. Our dedicated students, supportive families, and passionate faculty, staff, and alumni create a close-knit, inclusive community. Together, they shape WIC’s present and build a lasting legacy that will inspire future generations.
Thank you for your interest in WIC - I look forward to welcoming you in person!
Stanford Hielema is passionate about education and nurturing an environment where all children have an outstanding learning experience. Previously, as Associate Superintendent for Palliser Regional Schools, he oversaw student learning, fiscal management, policy and administrative procedures, and community relations for the faith-based alternative schools. Before that, Stanford spent over 20 years building Trinity Christian School from 45 students to more than 400. With a strong focus on community, the school thrived in academics and athletics. He built capacity with teachers through instructional best practices to improve student learning. He acted as a Designated Signing Authority for the province during this time, and evaluated 60+ teachers for their Alberta Permanent Teaching Certificate.
Traditional
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
At West Island College (WIC), learning is blended with unique experiences aimed at fueling passion and purpose. As a leading independent junior high and high school in Calgary, we combine academic excellence with real-world, experiential learning to help students thrive in school, in life, and beyond graduation. From Advanced Placement (AP) courses and STEM programming to leadership development and international travel, our students in Grades 7–12 are challenged and supported as they grow into capable, confident individuals. Our respected French Immersion program empowers students to graduate with a WIC Bilingual Diploma and DELF certificate, expanding future opportunities in Canada and around the world. At WIC, we prioritize student well-being, personal growth and meaningful connections. Your child will be known, encouraged, and inspired to reach their full potential—academically, emotionally, and socially.
In partnership with supportive, involved parents, the goal of our educational team is to develop well-educated, faith-filled youth in a creative, active and nurturing environment. With a focus on high academic standards and using an enriched, balanced academic curriculum, our two dedicated principals work alongside our team of specialist educators to ensure your children are receiving the highest quality education.
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Information not available
Basic facts are still emphasized.
Information not available
Students don't use calculators until Junior High.
Balanced Literacy
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.
Information not available
Students are assessed twice a year in Elementary using a standardized reading assessment to measure growth.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Fountas and Pinnell
Equal balance
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.
Information not available
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
WIC has a full time Science technician on hand to assist the teachers with preparing experiments. Thus ensuring steady hands on activities at all grade levels.
Information not available
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
Zoology
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.
Information not available
Information not available
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.
Information not available
Information not available
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
Information not available
Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
20% of the school is a French Immersion track. Offering 60% French language classes in the Junior School and 40% in the Senior School. We also offer 125 hours of French or Spanish second Language instruction yearly to the Junior school students. French and Spanish language instruction (along with French immersion) is offered through Grade 12 Most students also complete the DELE or DELF A and B levels.
Information not available
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
Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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.
Information not available
Information not available
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.
Technology is available in most non movement classes. Including Ipads, Macbooks and PCs. All classes have wireless and teaching presentation stations. Technology is used as a tool in most classrooms, courses. Specific technology units taught at various grades, in multimedia, programming, app development, 3D design and printing, game design, html, website development.
In Elementary, Computers and Technology fit in the light integration category, but in Junior High, it is Heavy Integration.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Daily phys ed is provided in the Junior School. Mandatory phys ed to Grade 10. We also provide PE 20 30, Sports Performance and Sports Med classes.
From K-Grade 5, students are engaged in physical activity on a daily basis. We have specialized phys ed teachers from Kindergarten to Grade 9.
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.
Our Kindergarten program has a strong focus on literacy and numeracy with goals of having students able to read and write for grade one.
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.
Independent and accelerated studies are offered on a case by case basis.
Students have a variety of options on how they can showcase their learning.
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 honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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.
We desire to be recognized as a Christian school that maintains high academic standards with graduates who become responsible citizens, worldview thinkers, and have a commitment to Christian service. We value “arts” and “athletics” each as a medium to build within our students a sense of self-worth, supporting each one to discover his/her God-given gifts.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
65%
50%
7, 8, 9, 10, 11
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 11
Yes: grades K - 9
No
No
No
No
Yes: grades 7 - 12
Yes: grades K - 9
Yes: grades 7 - 12
No
No
No
At WIC, we strive to attract and retain students who consistently demonstrate character, have strong morals and will uphold our values. As a university preparatory school, WIC offers challenging curricula that encourages students to explore their passions and work to their full potential. While we consider every applicant’s academic performance, WIC seeks out well-rounded students who are prepared to contribute to school life and the greater community. WIC encourages applications from students ready to embrace the College’s motto: Be Brave. Be Bold. Be Ready.
The student should be curious and interested in learning, dedicated to achieving success in a range of areas including academics, athletics and arts. As we are a faith-based school, it is important that parents support the Biblical component infused into all of our curriculum.
WIC administers the CCAT (Canadian Cognitive Abilities Test), which is a 90-minute standardized test for students entering Gr. 7 – 12. Parents and students must understand that test results are only one part of the admissions process. Spending huge amounts of time and money preparing for the standardized test is not recommended.
Please note, we will accept the SSAT instead of our locally offered entrance exams. Choose West Island College as a recipient in the SSAT online tool.
Our Facility Fee is a one-time, NON-REFUNDABLE fee that applies to all NEW Kindergarten to Grade 9 students.
- First child: $2000
- Subsequent children: $500
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