455 Cochrane Drive, Unit 30, Markham, Ontario, L3R 9R4, Canada
851 Tecumseh, Montreal (DDO), Quebec, H9B 2L2, Canada
455 Cochrane Drive, Unit 30, Markham, Ontario, L3R 9R4, Canada
851 Tecumseh, Montreal (DDO), Quebec, H9B 2L2, Canada
1978
1974
295
485
Nursery/Toddler to 8
7 to 12
Coed
Coed
Day
Day
English
English, French
Academic
Academic
Progressive
Traditional
15 to 20
10 to 24
Dedicated gifted school
Dedicated class; in-class adaptations
$17,500 to $17,700
$15,400
No
Yes
0%
0%
None
7 to 11
$0
$5,000
23
81
0%
0%
80%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11
Rolling
Oct 09, 2020
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades 7 - 11
No
No
No
No
information not available
information not available
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 reportWest Island College (WIC), in Montreal, is effectively two schools under one roof. It offers an enriched education for Grades 7 to 11 in two streams: one for native French language speakers and a separate French immersion program. Academic excellence is the main focus at WIC. The school also has strong athletics and arts programs, and offers a wide range of extracurriculars that includes musical theatre, debate, robotics, school newspaper work, and yoga. This helps unlock kids’ passions and nurtures their interests. After enrolment, kids enter one of three houses at WIC, creating instant camaraderie and community. Small class sizes, individualized learning, and whole-person development help kids thrive academically but also socially and emotionally. Kids at WIC are encouraged to grow into well-rounded, global-minded citizens who are actively engaged with their community both inside and outside of the school gates.
View full report
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"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."
"West Island College (WIC) is two schools under the same roof: an entirely French school and an English school with a French immersion program. Both offer enriched studies. WIC students and teachers engage in a learning process that is second to none. Our caring educational community is committed to helping every student to be informed and empowered, leading by example to discover and pursue their own path forward in academics, the arts, athletics, community service, leadership, or wherever their passion lies."
"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."
"The WIC Difference
The Pursuit of Personal Excellence
Our vision is to be an inclusive community that continuously defines an innovative learning experience and cultivates multilingual, well-rounded, global-minded citizens who embrace change.
By cultivating a culture of care and connecting the classroom to the curriculum of life, WIC empowers every student to have a positive impact in their communities and beyond."
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"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."
"Families choose West Island College for its established reputation (almost 50 years), close-knit community, bilingual environment, wide range of extra-curricular activities, enriched curriculum, experiential learning opportunities, inclusivity, and commitment to empowering students. These qualities create an educational experience that prepares students for academic success, while also equipping them with the skills and mindset needed to thrive in a diverse and interconnected world."
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"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"
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"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."
"WIC houses two schools in one building, allowing students to mingle together in all activities (meals are included in the fees at WIC). This integrated approach fosters unity, inclusivity, and cultural exchange among the student body. By going beyond language barriers, students develop strong communication skills, cultural competence, and a global perspective. It creates a unique and enriching environment where students can build lasting friendships and connections that extend beyond classrooms."
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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.
It is a great pleasure and privilege to welcome you to West Island College Montréal!
We are immensely proud of the reputation our school has established since its founding in 1974. WIC is an independent, non-denominational co-ed day school with more than 470 students from Grades 7 to 11 and 65 staff, all united by the joy of learning, personal excellence in achievement, and shared values. Our progressive attitude and technology-infused approach shape our unique bilingual learning environment.
As you get to know us, you will see that WIC’s vision and mission are impactful, bringing together academic excellence and an inclusive learning community for all. The WIC difference builds on the school’s fantastic 46-year tradition to innovate and create meaningful opportunities for today’s young people, whether in the classroom, enriching experiential excursions or vibrant array of extracurriculars.
Our bilingual learning community embraces change and engages with the curriculum of life beyond the school gates. We positively challenge students of all backgrounds and ignite every student’s innate love of learning. A focus on personalized learning and whole-person development enables WIC students to thrive and achieve excellent results – we have a proven track record of successful progression into post-secondary education in Québec and beyond.
At the centre of every great school is an outstanding staff, and WIC is no exception. Whether inside the classroom or out, students and teachers engage in a learning process that is second to none. Together, our caring educational community is committed to helping every student to be informed and empowered, leading by example to discover and pursue their own path forward in academics, the arts, athletics, community service, leadership, or wherever their passion lies. Our students acquire the mindset and competencies to make a difference and succeed in the world of the future, actively contributing as well-rounded, global-minded citizens and deeply connected Montrealers.
The best way to get to know our community is to visit and discover why WIC truly is an extraordinary school where ideas live and breathe. Please contact our Admissions team and join one of our virtual tours. We very much look forward to welcoming you!
Traditional
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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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.
MISSION To provide an innovative learning culture in a coed bilingual environment, in which each student develops the skills necessary to excel in post-secondary education and in life. VISION We are a lead school redefining the educational experience through innovative teaching and learning. The school, established in 1974, offers a rich tradition of achievement and a reputation as being progressive, innovative, and committed to excellence. At WIC, we provide a stimulating learning environment that is both nurturing and challenging in all areas. Our excellent academic, sports and cultural offerings afford every individual the opportunity to shape their development as well-balanced, happy, and contributing members of the community. Our school combines excellence in teaching, creativity in the curriculum, and a highly personal experience in a technology-enriched learning environment. At WIC, extraordinary opportunities such as international travel, extracurricular activities, arts, and athletics are accessible to all students, and within our small school environment, they are able to participate and excel in a variety of fields.
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.
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Nelson Math, Jump Math, iPads and various resources created by teachers.
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Calculators are used at more advanced levels of mathematics after students have learned important fundamental skills.
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Not applicable
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.
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Our students learn to read during their Montessori years (age 3 to 6) in preparation for the advanced academic program in Grade 1.
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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.
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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.
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Inquiry
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
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.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
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).
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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.
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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.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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.
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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.
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Not applicable
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.
Not applicable
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.
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Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
Not applicable
Not applicable
We value citizenship and academic achievement. We aim to shape students into leaders of their communities, with character, grit and integrity.
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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
7 - 11
0%
0%
$0
$5,000
80%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11
Rolling
Oct 09, 2020
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades 7 - 11
No
No
No
No
No
No
Yes: grades 1 - 8
Yes: grades 7 - 11
Yes: grades 1 - 8
No
No
No
Students who strive for excellence and can cope with academic rigour, finding joy in learning, are ideal candidates for Wishing Well Schools.
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.
Evaluation for French School on Sunday, October 4, 2020
Evaluation for English School on Sunday, October 25, 2020
