55 Scarsdale Road, Toronto, Ontario, M3B 2R3, Canada
22 Heritage Road, Markham, Ontario, L3P 1M4, Canada
Indirect Support:
55 Scarsdale Road, Toronto, Ontario, M3B 2R3, Canada
22 Heritage Road, Markham, Ontario, L3P 1M4, Canada
1980
1988
250
400
K to 12
Nursery/Toddler to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Liberal Arts
Traditional
10 to 16
15 to 20
Learning, Developmental
In-class adaptations
Accelerated curriculum
$20,600 to $26,350
$11,300 to $13,760
No
No
0%
0%
None
None
$0
$0
19
31
0%
0%
100%
100%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
No
No
No
information not available
information not available
By any measure, there’s a lot to love about WillowWood. The work of the school is dedicated to supporting learners who, for a range of reasons, need something different, and who, for whatever reason, aren’t adequately supported in other academic environments. Their personal needs are assessed, as are their strengths and interests, and instruction begins from that point, seeking to build on their abilities in order to grow engaged learners equipped with the confidence and the skills to establish a place in the community of the school and beyond.
View full reportNot all Christian schools are created the same, and Wesley is one that builds from the values of the Christian faith, using them to inform the delivery of the curriculum and the lived experience of the school. The school began as a pre-school program in 1988 and has grown since then, including a move into an expanded facility in 2004. Today the size of the school is at the mean for Canada, with approximately 350 students. It’s small enough to maintain a close, connected feel throughout the school, while large enough to allow for a full spectrum of curricular and extra-curricular programming. Families who enroll here are drawn by the strength of the academic offering, the breadth of programming, and the attention to personal and interpersonal development.
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"They help the students create, then build work practices that will set them up for success not only for exams but for life moving forward."
Jonathan Landon - Parent (Oct 24, 2018)
In a word, transformational. Going from really disliking school in general to really wanting to go t...
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"Each teacher has been able to identify and address our child's unique learning style. Not only do they give her the push that she needs to achieve, they have instilled a belief in her own ability..."
Karen Snowdon-Steacy - Parent (Oct 24, 2018)
My child loves WillowWood and feels very safe at the school. She describes the day to day feeling a...
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"We are very pleased with the level of teaching support that our daughter has received."
Mary Yuan - Parent (Mar 09, 2022)
Our daughter came to WillowWood in Grade 9 after attending Toronto public schools since kindergarten...
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"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...
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"AN INDEPENDENT SCHOOL FOR ALL LEARNERS. WillowWood has a culture that empowers students to thrive in a tech-driven world. Our friendly and supportive teachers create individualized learning plans and deliver them in a safe, respectful, and inclusive community. This individualized approach ensures that students are able to discover and embrace their strengths, address their weaknesses, and maintain their dignity."
"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."
"WillowWood staff employ a team-based approach to teaching and conduct regular educational strategy meetings to discuss how best to deliver the curriculum to individual students. These meetings occur bi-weekly and their aim is to discuss teaching methods that worked or did not work with certain students. The meetings are also an opportunity to share insights and information about our various students that will hopefully provide our staff with a better understanding of our learners."
"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."
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"Word of mouth has been our primary source of referrals for as long as WillowWood has been open. Parents often decide to enroll their child with us upon hearing positive anectodes and reviews from neighbours, friends an alumni. The primary reason for choosing us is often because of the warmth, friendliness, and individual care students receive at WillowWood."
"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."
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"When parents visit WillowWood, they are often shocked by how large the school is and surprised by the range of amenities we offer. Many schools that have small class sizes are not full facilities. WillowWood features a full-sized gymnasium, a fitness room, a media arts room, an art studio, a sound-proofed music room, a fully-equipped science lab, and a film studio. Our playground has giant board games, checkers/chess tables, table tennis tables, and a full-sized basketball court."
"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."
"Some parents are surprised by the fact that students address teachers by their first names at WillowWood. We do this to make students feel more comfortable in their classroom engagements with their teachers. We want students to feel less anxious when addressing their instructors or when they ask for help. We want to convey the feeling that teachers and students at WillowWood are on the same team."
"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!"
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When visitors walk into the building for the first time they often remark on the special feeling the school has.
That feeling (which I call magical) is a combination of the history and philosophy of the school, the energy of the staff, and the spirit of the students.
When I founded this school it was based on the belief that learning can and should be fun and that school should be a positive and rewarding experience.
We know that one size does not fit all and that students flourish when their school embraces their strengths, addresses their needs and respects their dignity. My staff and I have been successfully delivering student-centred, individualized education in a warm and caring environment for over 30 years.
That's the magic we make at WillowWood.
If your family is seeking a new style of school with a strong history of inspiring students, come by for a visit. I'd love to meet you.
- Joy Kurtz, Director
Walk through the doors of Wesley Christian Academy and you will immediately feel that this is some place special. The chatter of busy children, the encouraging and wise quotations on the walls and the faces of caring, exceptionally qualified, and dedicated educators are but a few of the differences.
We are committed to providing all the necessary components to help each child reach his or her potential. An outstanding curriculum complemented with music, arts, physical education, and studies in foreign languages enrich the program. In order to develop a strong moral character, there must be a yardstick to measure it against. For us, our measure is based on Biblical Christian values.
Our success is evident in the lives of our many graduates who have gone on to attend some of the finest universities in Canada and abroad. Each story of these fine young men and women encourages us to continue to inspire, educate and love each student. Our future depends on their future. We are dedicated to ensuring that their future has every opportunity we can give. Come and see why Wesley is a purposeful choice.
Traditional
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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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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WillowWood was founded on the idea that all students deserve to learn with dignity. We individualize our teaching to meet the needs and talents of each student, so they can find and achieve their potential. WillowWood is a family-style school. Students and teachers enjoy friendly, genuine interactions in and out of classes. Students at WillowWood find a remarkable lack of clique-competition and bullying, as students internalize the family feeling. Conflict is dealt with quickly and fairly, with understanding and through communication whenever possible. Students are given agency and encouraged to set personal goals, to develop self-advocacy and communication skills - all while knowing that help is available for the asking and that assistance provided will respect their dignity. All of this makes WillowWood a great school for a wide variety of students.
We offer a time tested effective curriculum with strength in language arts and mathematics. We have specialized teachers for music, physical education, and French. Our program is faith based and offers a Biblical world view.
Traditional Math
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.
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.
Information not available
Calculators are permitted in the intermediate grades.
Phonics-intensive
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Reading instruction begins by teaching students the sounds and syllables associated with each letter. Students participate in guided reading groups and independent reading programs to enhance their fluency, accuracy and comprehension.
Systematic approach
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Writing instruction begins with understanding basic concepts of sentence structure and the various parts of speech. As the students progress, they are given more opportunity to apply their skills in creative pieces as well as practical assignments.
Expository
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
Ontario Ministry of Education curriculum expectations are followed throughout the grades as they relate to God’s world and understanding that God created the earth and all that is in it. Students are given opportunities to apply their knowledge in hands-on experiments as they develop their problem solving skills through scientific inquiry.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Traditional
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.
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.
We encourage practice and critical thinking about literature and communication of all forms. We use a mixture of traditional materials and popular and modern works.
Students study a variety of literature throughout the grades.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Ontario Ministry of Education curriculum expectations are followed throughout the grades. Students learn to explore and analyze the ways in which they can contribute to society as well as their role in their family, community, province, country and the world.
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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Students in grade 7 and 8 follow the Ontario Ministry of Education curriculum expectations for both history and geography. The history program studies early Canadian history. The geography program focuses on the world around them and how students can become responsible citizens. Students learn to analyze evidence in order to evaluate and compare past events and situations with present day events and situations.
Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Through real-life situations students learn how to read, write and speak in the French language. The French program teaches the students an appreciation for the French culture. The Biblical aspect is incorporated into the French program through the memorization of Bible verses and the use of worship songs.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
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.
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.
We encourage teachers to use tech as needed, and to model healthy use of technology (balanced). We use assistive technology everywhere it can be used, and encourage students to find and use any that work for them.
The use of technology is incorporated into many aspects of the students’ learning. Students have weekly media classes in which they learn to use various technologies and programs. There are SmartBoards in classrooms to assist and support student learning. Students are taught to use technology in a responsible manner.
Web design
Robotics
Computer science
We encourage healthy active living, along with team-work, communication and individual goal-setting and personal development.
The Physical Education program follows the Ontario curriculum expectations. It focuses on learning movement skills through cooperative games and developing students confidence, skills and interest in being physically active. The health portion of the program is guided by the Ontario curriculum in keeping with the values of the school.
Academic
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
WillowWood’s new and innovative SK program offers advanced Early Learning through a multi-sensory, holistic, and technology-driven model. Our nurturing approach with a strong emphasis on play-based discovery leads the child to an enhanced understanding of our enriched curriculum. • Play-based discovery learning • Best practices technology-driven curriculum • Emphasis on reading, writing, and math readiness skills • Social Skills and executive function instruction • Introduction to French
Our school embraces the concepts of How Does Learning Happen by encouraging inquiry, exploration and well being. We foster a sense of expression and life long learning. We believe firmly in giving children the tools they need to develop competency in literacy and numeracy and therefore begin phonics and mathematics in preschool. We teach both manuscript and cursive writing and promote a sound set of foundations on which to build future learning.
Accelerated
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Learning is individualized at WillowWood. As such, pacing can be determined by course teachers in accordance with students' IEPs.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
WillowWood has a long tradition of delivering targeted, personal education that considers each student's needs, inclinations and strengths. This individualized approach ensures that students are able to discover and embrace their strengths, address their weaknesses, and maintain their dignity. Classes are small, the atmosphere is warm, and the pedagogical approach is holistic. Our effective teaching strategies, enthusiastic staff members, innovative programs and friendly environment bring out the best in students, build self-confidence and inspire a love of learning.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
WillowWood has a long tradition of delivering targeted, personal education that considers each student's needs, inclinations and strengths. This individualized approach ensures that students are able to discover and embrace their strengths, address their weaknesses, and maintain their dignity. Classes are small, the atmosphere is warm, and the pedagogical approach is holistic. Our effective teaching strategies, enthusiastic staff members, innovative programs and friendly environment bring out the best in students, build self-confidence and inspire a love of learning.
We strive to nurture the whole child. We build a program that meets the needs of the students intellectually, physically, emotionally, socially and spiritually.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We accommodate students in collaboration with them, their parents, teachers and our school therapist.
Admission for students with a formal diagnosis with be granted on a case by case basis. Considerations need to be made regarding other students who may already be in the class, the teacher's workload and experience, and the availability of support staff and corresponding support programs. For those without a clinically diagnosed learning disability who develop difficulties while at Wesley, our approach is to discuss accommodation, modification or remediation to the curriculum with the family while encouraging them to get a formal assessment so that more information can be acquired to help the child.
WillowWood is ideal for students with learning disabilities, due to our individualized programming and trained staff. We excel in this area. Our teachers regularly attend workshops to hone their teaching skills and to learn new ways of delivering course curricula.
Information not available
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
100%
100%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
No
No
No
No
No
No
Yes: grades SK - 8
No
No
No
No
We are looking for students who want to succeed, want a supportive environment, and hope to discover and uncover their full potential in school.
WillowWood admissions involve determining the fit between the student and school. Our process involves several steps:
Domestic Applications
1. An information interview with the parent(s) or guardian(s)
2. In Lower and Middle Schools (gr.1-8), the prospective student usually visits a classroom for a morning. In Upper School, (grade 9-12), the prospective student comes in for an interview with a member of the admissions team, and a tour.
3. A review of documentation is conducted by the admissions team.
4. Placement is offered.
International Applications
1. A parent, guardian or agent contacts the school and receives a list of necessary information.
2. The information is assessed by our admissions team.
3. An interview meeting (in person or via telephone/ Skype) is held with the prospective student's parent(s)/guardian(s)/agent, our admissions team, and the student.
4. Placement is offered.
Admissions are welcome all year.To contact WillowWood with regard to enrolling a student, please call 416 444 7644, or email [email protected].
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.
