1058 Spitzig Rd, Breslau, Ontario, N0B 1M0, Canada
275 Michael Cowpland Drive, Kanata, Ontario, K2M 2G2, Canada
Indirect Support:
1058 Spitzig Rd, Breslau, Ontario, N0B 1M0, Canada
275 Michael Cowpland Drive, Kanata, Ontario, K2M 2G2, Canada
1976
1974
355
500
9 to 12
Nursery/Toddler to 12
Coed
Coed
Homestay, Day
Day
English
English, French
Academic
Academic
Liberal Arts
Montessori
20 to 24
12 to 15
Learning, Developmental, Behavioral
Learning, Developmental
Dedicated class; in-class adaptations
Dedicated class; in-class adaptations
$19,789 to $20,580
$16,750 to $18,500
Yes
No
20%
0%
9 to 12
None
$2,500
$0
89
29
0%
0%
95%
70%
9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Mar 01, 2022
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades Nursery/Toddler - 12
No
No
John van Pelt, the principal at Woodland, is a graduate of the school, and that’s telling. Community is an important aspect of Woodland, and van Pelt, having experienced it both as student and staff, offers a nice continuity to the life of the school. Community, of course, extends to the faith community, including service opportunities within local churches, something that is a primary draw for the families that enroll here. The student population is just north of 300, which is a nice place to be, one that allows a rich program of extra-curricular programming, while also maintaining a small-school, inclusive feel.
Read The Our Kids Review of Woodland Christian High School
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John van Pelt, the principal at Woodland, is a graduate of the school, and that’s telling. Community is an important aspect of Woodland, and van Pelt, having experienced it both as student and staff, offers a nice continuity to the life of the school. Community, of course, extends to the faith community, including service opportunities within local churches, something that is a primary draw for the families that enroll here. The student population is just north of 300, which is a nice place to be, one that allows a rich program of extra-curricular programming, while also maintaining a small-school, inclusive feel.
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" ... a very rich experience ... "
Sarah Bruulsema - Parent (Jun 13, 2019)
My son has found multiple and varied activities to get involved in. The opportunity to get involved...
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"I feel as though they are able to know what success in the classroom looks like for each individual..."
Anne-Elise Branan - Student (Feb 27, 2020)
I love attending Woodland. The teachers are both engaging in the classroom and encouraging outside ...
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"The staff are able to know each and every student because of smaller class sizes and want to see them do well."
Jaime Koetsier - Alumnus (May 27, 2021)
Woodland holds some of my best memories and is truly a special place. The staff go above and beyond ...
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"The educators at The Ridge at Kanata Montessori offer a well-rounded curriculum that goes far beyond the provincial standards."
Marie Bordeleau - Parent (Aug 17, 2021)
We moved Emilie to The Ridge at Kanata Montessori in the middle of grade 9 after a disastrous attemp...
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"The school's vision is to get the best out of each individual, respecting the individual's strengths and weaknesses."
Niek Van Dierdonck - Parent (Aug 17, 2021)
Our son's experience was the best we could have hoped for. Freshly immigrated to Canada from Belgium...
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"The school had a rich environment of promoting high academics."
Tanja Puchala - Parent (Aug 17, 2021)
It had been a tough year in a large school with a cohort of students who were not motivated to make ...
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"Woodland is a vibrant community of learning where students are equipped for lives of Christian faith and service. Each student's abilities and interests are encouraged. Students come from Kitchener/Waterloo, Cambridge, Guelph, Drayton, Listowel and surrounding areas (including international students). Students receive an excellent education which prepares them well for university and/or college. Students receive opportunities in varsity sports, music, drama, and international service trips."
"At Kanata Montessori, we aren’t just preparing students for university; we are preparing them for life. We believe students should be engaged in their learning, and also understand the importance of a strong academic record. From Toddler to Grade 12 graduation, our students are part of a strong and supportive community, and engaged by passionate and supportive educators who provide a transformational learning experience with a focus on communication, collaboration and creativity."
"At Woodland, we strive to enfold students into a learning community that engages the minds and hearts of young people, equipping them for lives of Christian faith and service. Our students graduate with competence, but also creativity, character, and compassion rooted in a Christian worldview."
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"Students graduate with the essential components of the OSSD but are also granted the Woodland Diploma that ensures they have been trained and educated holistically. Rather than focusing on program-specific outcomes, (ex. an arts school, a math school, a science school, a tech school, a sports school, etc. ) a Woodland education offers a balanced and enriched course of study that ensures that students are equipped in all areas of life."
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"Our graduate profile: although the outcomes of a Woodland education are clearly stated and demonstrated during the entrance interview, parents tend to under-appreciate that their students are intentionally taught and guided to become people of Competence, Character, Creativity, and Compassion with a Christian Worldview."
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"At Woodland, families are often surprised to find a community of like-minded parents and students with a common faith but many denominations and perspectives."
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Welcome to Woodland Christian High School. For over 44 years Woodland has offered an excellent academic program that seeks to integrate learning and the Christian faith. As an alumnus of Woodland and now as the principal I have seen how an education that aims to equip our students for lives of Christian faith and service can benefit individuals, church communities, and the broader civic community. I encourage you to take a few minutes to explore our website to become familiar with the diverse curricular and co-curricular programs that we have developed to meet the needs of our students. If you have any questions about our school please feel free to contact me.
Montessori
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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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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At Woodland we value a holistic approach to education. We provide a wide variety of curricular and co-curricular options in order to Enfold, Engage and Equip students for lives of Christian faith and service. In addition to the OSSD, our Woodland Diploma requirements ensure that students take courses from a variety of discipline areas. This balance provides students with a well-rounded education in Math & Sciences, Arts, English & Languages, Humanities, Canadian & World Studies, Business, Computers & Technological Studies, and Physical Education & Health Related Studies. All of our Woodland courses are foundationally built on one or more Christian Worldview Themes. These themes connect the essential focus of our courses to the Biblical story of “Creation, Fall & Redemption, and Restoration”. They also highlight connections between the courses, discipline areas, and co-curricular activities of our school program.
At Kanata Montessori, we never stop learning. We are committed to preparing students for the post-secondary program of their choice. Our high school program is 100% aligned with the Ontario curriculum and awards students an Ontario Secondary School Diploma. By providing students choice and voice, students at Kanata Montessori immerse themselves in projects and topics that are interesting and authentic. From mock elections to engineering tasks, students at Kanata Montessori are engaged and challenged. Students develop strong academic skills as well as transferable skills like teamwork, problem solving, and time management.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Mathematics is a wide-ranging subject area; beautifully simple and yet complex at the same time. It is an activity that involves the exploration, contemplation, and enjoyment of abstract concepts, theoretical principles, as well as problem solving skill development. It is also a tool that offers practical connections to real-world problems and insight into patterns in our world. All of these aspects allow us to explore and experience the richness of beauty, complexity, harmony, and precision that God has imprinted into his creation. Mathematics informs how effective and honest use of measurements, information, models and statistics can be used to positively impact our world. It is highly recommended that Woodland students take one mathematics course each year, as critical thinking, problem solving, and numeracy are essential 21st century skills.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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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.
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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.
It is the goal of our Science department to prepare students for a life in fellowship with, service to God. In order to do this, students need to see themselves as unique and special creatures who are also an intricate part of the body of Christ. While studies in chemistry, physics and biology help students to appreciate the detail and wonder of living and non-living systems, they also reinforce the fact that nothing exists in isolation. In seeking to understand the created, we come one step closer to a deeper understanding and appreciation for our Creator! A firm understanding of scientific methods and theories is essential. Not only are we able to use appropriate technology to minister to the needs of others, but we are also able to speak to issues such as reproductive technology, genetic engineering, environmental problems and misuses of technology with a Christian voice.
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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
Physiology
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.
The English program is made up of a series of interconnected and consecutive courses which provide students with opportunities to develop an awareness of, understanding of, and appreciation for language and literature. This program equips students with the academic skills necessary for post-secondary education and/or careers in the workplace. These skills centre on proficiency, clarity, and imagination in writing as well as accuracy and depth in comprehension. Other aspects of communication are also integrated, most particularly oral communication and the study of media. A Christian world-view is expressed in all the courses. Students work at unpacking the literature being studied through the lens of a Christian worldview; evaluating human nature in all its aspects. Students are encouraged to critique content and search for truth in the various works of literature studied, moving beyond literary study into personal evaluation and response to literature which challenges, develops, and builds personal faith.
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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
Thematic
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.
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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.
The Humanities options allow students to explore a wide variety of subjects (including family, food, philosophy, and the foundations of society) as we seek to move from identifying brokenness, to redemptive practice, and ultimately the hope of restoration. Students are encouraged to identify healthy practices that apply to all areas of life (physical, emotional and spiritual), and work towards incorporating these healthy habits of body, mind and heart into everyday life.
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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.
In today's society, communication skills, awareness and appreciation for other cultures, and the development of individual learning styles are essential. The curriculum offered by the French department is based on themes of high interest to the learner. Within each theme, a variety of language functions and related structural ideas as well as different items of cultural uniqueness are introduced. The French program provides for a balanced development of skills in listening, speaking, reading, and writing within the framework of a communicative-experiential approach. Students are encouraged to see language as a gift from God to be used for clear and positive communication between ourselves and others. Through the study of French, students will also come to a better understanding of the culture and heritage of those with whom we share this country. By critically studying a second language and culture, students gain a better understanding of their own language and culture.
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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
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
We are made in the image of the Creator and we therefore have innate creativity which is expressed by different people in different ways. The Arts program at Woodland provides a wonderful opportunity for students to develop their creative talents the areas of visual art, music, and drama. Our Arts courses seek to educate, refine, and mobilize the inherent creativity in all students. All courses have a hands-on focus with both theory, Christian worldview and performance fully integrated in each.
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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.
The world around us is a constantly changing environment. We see computers, technology, and business playing an ever increasing role in the workforce, academics, the home, and the church. A background understanding of how computers work and how they can be used creatively is essential. The technology program has been designed to offer students an introduction to technological studies through practical experience. Students will expand their understanding of technological skills, they will develop an ability to analyze and solve problems and they will perform tasks logically and effectively. Students will be shown the need for appreciation, pride, and satisfaction that may be found in completing quality work through practical exercises.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
Woodland seeks to provide extra-curricular activities programs that supplement the academic program of our school. We recognize that God has gifted students in a variety of ways, including abilities in athletics. Our Athletic Program provides an opportunity for students to develop and use their God-given abilities. We also believe that participation in extra-curricular activities, especially athletics, provides a good opportunity to encourage students in their relationships with Jesus Christ. These activities also enhance the atmosphere of the Woodland student body, providing students and parents opportunities to express positive school spirit. And finally, extra-curricular activities provide an opportunity to express our faith to other schools, coaches, and officials.
Physical Education and Outdoor Education are a core part of the weekly curriculum till the end of Grade Nine. From grade 10-12 students are provided the option in each grade to choose from traditional Physical Education credit or the Outdoor Education credit. In addition students can participate in a variety of intramural and team sports to support their physical and emotional health and well being.
Montessori
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.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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”.
Students at Kanata Montessori Senior School are regularly challenged to meet the high expectations of the Ontario Curriculum. Our students are well supported in small classes and our graduates are well prepared for their next level of learning.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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.
At Kanata Montessori we place a strong emphasis on engagement, academics, technology, adventure and community.
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
Modifications
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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Information not available
The Academic Support Program (ASP) serves the needs of students of all levels of ability who face challenges in their academic work, assisting them to identify their gifts, learning styles and unique learning needs. The goal of the program is to help students develop skills and strategies, not only to assist them in reaching their academic goals to the best of their abilities, but also to foster positive lifelong habits and skills. A student enters the ASP program through a previous IEP (Individual Education Plan) substantiated by appropriate assessment(s) and/or teacher referral through the Guidance Department.
We welcome all students and personalize learning to individual students working towards an OSSD.
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
9 - 12
20%
0%
$2,500
$0
95%
70%
9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Mar 01, 2022
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades Nursery/Toddler - 12
No
No
No
No
No
No
No
No
No
No
Conscientous students looking for a Christian Worldview throughout all subject areas.
Woodland Christian High School exists primarily to educate the children of Christian parents and to assist them in fulfilling their responsibility to nurture their children according to the teaching of God’s Word. Therefore, it is expected that parents who send their students to Woodland wish to see their children educated in accordance with the school’s basis and purpose, and that they will fully support the aims of the school’s policies and programs.
The admission of a student will be determined by:
All forms of inquiries may be submitted by mail, fax (519-648-3402) or by email to [email protected]
Families interested in learning more about our different programs should call or email the school to set up an appointment.
When we meet, we take you on a personal tour, explain our program, and discuss your child’s unique interests and needs. Students are then invited to come and spend a day or two with us so they can chat with other students, meet our educators and experience the Kanata Montessori difference for themselves. Please consult our parent handbook located on our website www.kanatamontessori.com
