455 Cochrane Drive, Unit 30, Markham, Ontario, L3R 9R4, Canada
2201 Shantz Station Road, Waterloo Region (Breslau), Ontario, N0B 1M0, Canada
455 Cochrane Drive, Unit 30, Markham, Ontario, L3R 9R4, Canada
2201 Shantz Station Road, Waterloo Region (Breslau), Ontario, N0B 1M0, Canada
1978
1972
295
520
Nursery/Toddler to 8
JK to 12
Coed
Coed
Day
Day, Boarding
English
English
Academic
Academic
Progressive
Progressive, International Baccalaureate
15 to 20
16 to 20
Dedicated gifted school
$17,500 to $17,700
$20,490 to $47,655
$75,840
No
Yes
0%
8%
None
JK to 12
$0
$8,000
23
35
0%
8%
80%
0%
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
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Nursery/Toddler - 8
Yes: grades JK - 12
No
No
information not available
SJK presents as a very traditional school, an impression granted by the name, the uniforms, the size of the campus. In fact, the school is both younger and more progressive than it might initially seem. Founded in 1972, it has taken all of the more modern educational concepts to heart: small class sizes, student-directed instruction, before- and after-school care from JK to grade 6, and an extensive busing program. The dining hall menu is built around locally sourced, non-GMO food. Academically, the program is intended to challenge learners who need to be challenged, and is comprised of IB programme from JK through grade 12. The intention is to address the whole child, providing strong academic and social support. The school has grown over the years, and is also in the midst of a 5-year development plan, to complete in 2020. While the physical plan is still quite new, the current development is around community and instruction (rather than buildings and infrastructure) including an ongoing dedication to experiential learning, values-based instruction, and community connections. The ideal student is one operating at the top of his or her peer group, and who can benefit from a vibrant, diverse educational and social environment.
Read The Our Kids Review of St. John's-Kilmarnock School
Founded in 1978, Wishing Well is one of the older Montessori programs in the region, as well as the country, so has had a lot of time to develop its programs. Today it provides the foundational elements of the method, including a strong sense of place, as well as a wealth of opportunity to peer interaction. The Casa classrooms are of a size that the work well, allowing for mentorship relationships to develop naturally among the students. In addition, the administration has demonstrated a keen desire to develop the program with an eye to the kinds of things that students need when they advance to grade 9 and beyond, including a keen interest in developing 21st century literacies, including digital literacy and a robust science curricula. The extended care option, included in tuition, is understandably a very welcome feature for the families that enroll; it’s also a sign of the school’s attention to the needs of the parent community. The school has built a reputation on providing a strong, varied program based firmly in the ethos of the Montessori method, with an eye to educating students to be creative, confident, and social learners.
View full reportSJK presents as a very traditional school, an impression granted by the name, the uniforms, the size of the campus. In fact, the school is both younger and more progressive than it might initially seem. Founded in 1972, it has taken all of the more modern educational concepts to heart: small class sizes, student-directed instruction, before- and after-school care from JK to Grade 6, an extensive busing program. The cafeteria menu is even built around locally sourced, non-GMO food. Academically, the program is intended to challenge learners who need to be challenged, and includes IB programs from JK through Grade 12. The intention is to address the whole child, providing strong academic and social support. The school has grown over the years, and is also in the midst of a 5-year development plan, to complete in 2020. While the physical plan is still quite new—it was completed in 1990—the current development is around community and instruction (rather than buildings and infrastructure) including an ongoing dedication to experiential learning, values-based instruction, and 20th century literacies. The ideal student is one operating at the top of his or her peer group, and who can benefit from a vibrant, diverse educational and social environment.
View full reportinformation not available
"The large variety of extracurriculars adds many exciting experiences to student life at SJK."
Laura Armstrong - Parent (Aug 28, 2023)
Both of our children are in the Lower School and are having a happy and enriched experience at SJK. ...
View full review
"Delivering accredited Toddler and Montessori programs endorsed by CCMA, coupled with an accelerated Elementary program spanning Grade 1 to 8, our focus is on nurturing qualities like independence, creativity, collaboration, intrinsic motivation, and leadership. At Wishing Well Schools, students not only flourish in a supportive setting but also cultivate a sincere passion for learning. Upon completing their education, they carry with them the self-assurance to excel in academically demanding settings."
"SJK is the leading independent school in Waterloo region. The School is located on a beautiful 36-acre natural campus offering enriched educational programming for students from Junior Kindergarten to Grade 12 through its International Baccalaureate (IB) curriculum. SJK is proud to be the only accredited IB World Continuum School in Southwestern Ontario. At SJK, students discover their passions and unique gifts through meaningful, student-centered learning opportunities. SJK students build confidence through risk-taking, overcoming challenges, and stepping outside their comfort zones. Their specialist teachers provide personalized support, community building, and genuine care. Project-based learning, design-thinking, and collaboration equip SJK students with skills that will make them successful globally-minded citizens. SJK students graduate as confident, well-rounded individuals fully prepared for post-secondary education and life beyond SJK. Our graduates earn 100% university admission rates and many go on to elite post-secondary programs in a range of disciplines including STEM, business, and the arts. The journey begins here. Experience the difference, discover the possibilities and go beyond at SJK School."
"Wishing Well Schools distinguishes itself through a holistic learning environment, comprehensive Grade 1 to 8 programs, integration of 21st-century skills, and a focus on character and leadership development. With a 45-year legacy, we offer a trusted and time-tested education that prepares graduates not only academically but also with the resilience, adaptability, and leadership qualities for success in the evolving world."
"Passionate, forward-thinking teachers guide learning through the International Baccalaureate PYP, MYP and DP continuum curriculum. In addition, our picturesque 36-acre campus connects students to a natural environment. SJK offers a rich co-curricular program with opportunities in the arts, athletics and leadership. With an average class size of 17 students, small classes are where big ideas live."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"Families opt for Wishing Well Schools due to its advanced academic programs spanning Grade 1 to 8, coupled with a 45-year legacy of excellence. The institution's commitment to character and leadership development, along with an emphasis on collaboration and project-based learning, resonates with parents seeking a comprehensive and forward-thinking educational environment. Wishing Well's dedication to academic advancement solidifies its position as the preferred choice for families."
"SJK is the only CAIS accredited school in the region, and it is one of the few IB Continuum Schools in Canada. SJK is a small community where strong relationships are fostered. Both curricular and co-curricular programming provides opportunities for students to collaborate, learn and play together. SJK provides an enriched academic experience with opportunities for experiential, project-based learning. 100% of graduates earn admission to best-fit post-secondary opportunities."
Information not available
Information not available
"Families at Wishing Well Schools often witness the vibrant and collaborative community, but one aspect that may not be accorded sufficient significance is the Quiet Waters Outdoor Education. The serene outdoor setting serves as a unique extension of the learning environment. Families may not fully grasp the transformative impact of outdoor education on their child's holistic development, including enhanced creativity, resilience, and a deeper connection with nature. Emphasizing the significance"
"Visitors to SJK always remark on the beauty and tranquility of our 36-acre natural campus, with its pond, forest trails, varsity playing fields, and safe, rural setting. Families may not realize the opportunities for learning that exist in the natural landscape around us. Tending to a vegetable garden, studying the flora and fauna in our natural landscape, tapping the maple trees, canoeing or engaging in our invasive species removal project—learning in nature is an everyday experience at SJK."
"At Wishing Well Schools, families discover a strong community, individualized attention, innovative teaching methods, emphasis on emotional intelligence, a global perspective, opportunities for parental involvement, and a focus on lifelong learning. These unexpected aspects contribute to an enriching educational experience, surpassing initial expectations."
"Ours is a diverse, inclusive community of learners who enjoy school and make the most of the many opportunities available to them inside and outside of the classroom. SJK is a place where students will feel supported and safe, able to take risks and try new things. Students often tell us that they tried things at SJK that they never would have tried in a larger, less supportive environment. SJK is a place where you will discover your areas of passion and strength and feel supported."
Information not available
Information not available
Information not available
Information not available
At Wishing Well Schools, we take pride in fostering an exceptional learning environment for our students. Within this nurturing environment, students not only achieve academic excellence but also cultivate confidence and a genuine enthusiasm for learning. Our objective extends beyond providing them with the academic accomplishments needed for entry into competitive programs post-elementary school; we also strive to instill in them the character and confidence necessary to emerge as successful leaders.
Our ongoing commitment to providing an enriched and forward-thinking educational experience for our students is continuously revised and enhanced. With so many emerging changes in the world, we aim to empower our students with a robust foundation, setting them on a trajectory towards academic excellence and success.
As we celebrate 45 years of educational excellence at Wishing Well Schools, we look forward to another 45 years marked by continued success, academic excellence, and the emergence of upstanding student graduates. Our enduring commitment to providing a nurturing and enriching environment sets the stage for an even brighter future, as we look forward to shaping the next generation of accomplished individuals. Here's to the ongoing journey of learning, growth, and success at Wishing Well Schools for the years to come.
As a well-established and fully accredited International Baccalaureate (IB) Continuum School, we prepare your children for the future, providing the foundation to thrive in a rapidly changing world. From Junior Kindergarten to Grade 12, students engage with modern facilities and the School's beautiful 36-acre campus, which sets the stage for stimulating learning environments where knowledge, innovation, and internationalism are expressed and valued.
SJK is the only school in our region to be authorized by the International Baccalaureate to offer the continuum of three IB programs: the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the university preparatory Diploma Programme. We are one of only five schools in Ontario to achieve this distinction.
Our qualified and talented faculty ensure that learning and teaching focuses on the development of well-rounded and confident individuals; IB represents an enriched framework for personal and social development as well as skills for life, but also a competitive academic and professional qualification alongside the Ontario Secondary School Diploma (OSSD). Students engage in a balanced range of classroom and course offerings; co-curricular, leadership and service activities; as well as international perspectives and experiences.
The SJK community is grounded in a sense of respect for oneself, each other and our environment as local and global citizens. Students are challenged to GO BEYOND the given, to the possible.
The best way to get to know the School is to come for a visit, experience the energy, explore the facilities and campus, and see firsthand the warm and friendly environment our school has become known for.
Progressive
International Baccalaureate
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.
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.
Wishing Well Schools delivers the Montessori curriculum from Toddler to age 6 and an enriched academic program following the Ontario Curriculum from Grades 1 to 8. We believe in teaching the skills of critical thinking, with a 21st century approach to teaching and learning.
SJK has a long history of academic excellence, with an unwavering commitment to student engagement. We know that an integrated approach and a love of learning are the best ways to meet the needs and expectations of our students. Our International Baccalaureate Programmes provide a solid academic foundation for our students right from Junior Kindergarten through to the end of Grade 12. Student self-management, critical thinking, creative expression, organizational skills and ethical decision-making are integrated into challenging, yet supportive programming. Students are encouraged to embrace and understand the connections between traditional subjects and real world experiences, as well as become critical and reflective thinkers. Students in Grades 11 and 12 are exposed to a broad-based education through the IB Diploma Programme. The wide range of courses allows each student to build a personalized program that is best suited to their interests, strengths and goals. With its academic breadth, depth and rigour, our students develop skills of research, time management, problem-solving, communication and collaboration, which prepare them for the world beyond SJK as independent, globally-minded learners.
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.
We use a variety of tools to help solidify math concepts and ensure automaticity and understanding of deeper mathematical problems. From Grades 4 to 8 we have specialized math teachers for all students. Included in our Math curriculum are our STEAM lessons where students are presented with problems using the engineering design process to solve. Coding is taught from Grade 1 to 6, with more intensive Computer Science taught in Grade 7/8.
Information not available
Nelson Math, Jump Math, iPads and various resources created by teachers.
Information not available
Calculators are used at more advanced levels of mathematics after students have learned important fundamental skills.
Information not available
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.
Our students learn to read during their Montessori years (age 3 to 6) in preparation for the advanced academic program in Grade 1.
Information not available
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.
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 is carefully planned and focuses on developing technical writing skills as well as creative expression. Varied lessons focus on essay writing, media literacy, film analysis, poetry and song writing, creative writing in a variety of narrative formats, and non-fiction writing (such as writing blogs, websites, speeches, biographies, etc.). We have specialist Language Arts teachers from Grades 4 to 8.
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.
Science is taught using varied materials and approaches in an inquiry based setting (such as in our STEAM lessons) as well as a traditional setting. Project Based Learning is emphasized and students are expected to test their hypothesis using the scientific method. Specialist Science teachers teach students from Grades 4 to 8.
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
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
We begin teaching literature from Grade 1 with careful selection of challenging classic novels and shorts stories, as well as modern, award winning literature. Shakespeare is taught from Grade 6 to 8. Our curriculum focuses on appreciation of literature, with the deconstruction and analysis of both contemporary and classic novels and poems.
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
Thematic
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 Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
We teach Social Studies following the Ontario Curriculum and expand upon our curriculum by including an in-depth investigation of world events and their social/historical context. We have specialist Social Studies teachers from Grades 4 to 8.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Humanities and Social Sciences are taught following the Ontario Curriculum while also supplementing the curriculum with resources that investigate current events and globalization. Project Based learning and deeper investigation is used to further explore the issues that effect the world, lending students an understanding of their place within it.
MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments. It encourages learners, both students and teachers, to consider local and global contexts. In this subject group, students can engage with exciting, stimulating and personally relevant topics and issues. Many sensitive and personally challenging topics require careful consideration in the context of a safe and responsible learning environment characterized by respect and open-mindedness. The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes and beliefs. Courses in this subject group are important for helping students to recognize that content and methodology can be debatable and controversial, and for practising the tolerance of uncertainty.
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.
French is taught from age 3 to Grade 8. Our French teachers are classically trained and speak European French, providing students with the diction and fluency required in advanced courses of language in Secondary School and University. Our students are confident, fluent speakers and enter Grade 9 far ahead of their peers.
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
We believe that the arts are as important as Language and Math and lend students the ability to become truly well rounded individuals. The ability to perform with confidence, analyze artistic pieces fluently and create art and media with freedom of expression are all embedded within our curriculum.
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.
In our Elementary program, we have a 1to1 iPad program and we are fortunate to have many opportunities to integrate technology into our curriculum. This technology is used to enhance the pedagogy and is curriculum driven. We teach coding from Grade 1 and Computer Science in Grade 7/8.
Information not available
Web design
Robotics
Computer science
We believe that Physical Education is the key to success. We have a mandatory 20 minute whole school DPA every morning and three to four gym classes per week. Our ski program is a six week program every winter and we are part of the SSAF.
Information not available
Play-based
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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.
Our focus is to provide students with a stimulating and academically challenging education that is deeply committed to the Montessori principles, so that they may reach their full potential with integrity and trust.
We offer the International Baccalaureate (IB) Primary Years Programme (PYP). This program, alongside the Ontario curriculum, helps students develop critical-thinking and problem-solving skills through a trans-disciplinary approach to learning while making holistic connections across traditional subjects. Students learn in a dynamic, inquiry-based learning environment, where they are actively engaged, and teachers understand and value individual learning styles and strengths. Academic instruction is balanced with a robust after school co-curricular program, which begins in Junior Kindergarten and results in the nurturing and development of the whole child.
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.
Information not available
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Our rigorous academic environment is further enhanced with a balanced, well planned curriculum, specialist teachers for Language, Math, Science and Social Studies and a firm foundation from the Montessori curriculum we offer. We expect our students to strive for excellence.
Information not available
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Information not available
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
We value citizenship and academic achievement. We aim to shape students into leaders of their communities, with character, grit and integrity.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 12
0%
8%
$0
$8,000
80%
0%
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
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Nursery/Toddler - 8
Yes: grades JK - 12
No
No
No
No
Yes: grades 1 - 8
Yes: grades JK - 12
Yes: grades 1 - 8
Yes: grades 5 - 12
No
No
Students who strive for excellence and can cope with academic rigour, finding joy in learning, are ideal candidates for Wishing Well Schools.
SJK is committed to enrolling students who value community, are well-rounded, naturally curious and are committed to personal growth in all facets of school life. Our goal is to ensure your child can be happy and successful during their educational journey at SJK. We want our students to find both their place and themselves here. The best way to get to know more about our vibrant learning community is to come for a personalized family tour. We invite you and your family to come and experience SJK.
Students in 3rd Year Casa (SK) to Grade 8 must spend a day to determine suitability for our program. Within the day visit, an entrance test will also be administered.
SJK begins to accept applications on August 15 for the next academic year. We encourage families to apply early as we typically receive more applications than we have available places.
Please apply online.
