1058 Spitzig Rd, Breslau, Ontario, N0B 1M0, Canada
45 Waterloo St S, Stratford, Ontario, N5A 4A8, Canada
Indirect Support:
1058 Spitzig Rd, Breslau, Ontario, N0B 1M0, Canada
45 Waterloo St S, Stratford, Ontario, N5A 4A8, Canada
1976
1994
355
425
9 to 12
7 to 12
Coed
Coed
Homestay, Day
Boarding, Day
English
English
Academic
Academic
Liberal Arts
Liberal Arts
20 to 24
5 to 18
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
Dedicated class; in-class adaptations
$19,789 to $20,580
$15,750
$32,275 to $37,275
Yes
Yes
20%
15%
9 to 12
7 to 12
$2,500
$11,700
89
71
0%
29%
95%
80%
9, 10, 11, 12
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Mar 01, 2022
Rolling
Not available
Rolling
Yes: grades 9 - 12
Yes: grades 7 - 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.
View full reportFounded in 1994, Nancy Campbell Academy is a preparatory school intending to provide a strong academic program, a foundation in character development, and to deliver students prepared to succeed in university. Gordon Naylor, the founder, remains as principal, giving valuable consistency to leadership. Over that time, curriculum was developed to address the overarching concepts of world citizenship, consistent with the provisions of the United Nations' Universal Declaration of Human Rights. It can risk sounding lofty, though the school works to ground those ideals within the day to day. “If we can create an environment that is based in an ethical way of doing things,” says Naylor, “then we can demonstrate what we’re about, rather than just posting something on the wall saying this is what we’d like to be.” Certainly, reports from students, parents, and alumni vouch for the success of the approach. Students are encouraged not just to consider the concepts of ethical citizenship, but to think about what they, personally, can bring to the world. Academic achievement is a source of social capital within the setting; this is a place where it’s very much cool to be smart, engaged, and curious. The student body is diverse, and the program is designed specifically to address the needs of international learners arriving from overseas. The program, in turn, is strengthened by the breadth of and diversity of perspectives that they bring with them. The size of the student population—enrolment averages 80 students across the secondary grades—ensures that every member is known to faculty and peers, and feels part of the school community.
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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 school has a unique educational sense and a commitment to the development of our children's education..."
Walquiria Francato - Parent (Nov 06, 2019)
Nancy Campbell Academy for My Daughter and Family is the realization of a dream. The school has a u...
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"The school staff cares deeply about the student body's well-being. There are constant consultations and actions being put into place..."
Gabriel Quinn - Alumnus (Nov 06, 2019)
My experience attending Nancy Campbell spanned from age 15 to 18 and were the most formative years o...
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"My child used to be shy, reluctant to talk, but changed a lot after attending NCA."
Angela Zhang - Parent (Nov 19, 2019)
My child enjoyed and appreciated the warm, family-like atmosphere and a solid academic foundation at...
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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."
"NCA invests in STUDENT ENGAGEMENT, our TEACHERS & TECHNOLOGY. Experience a superior education where youth address world issues using the ARTS. State of the art MEDIA Room / Robotics & STEM / Mentorship for capacity building."
"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."
"By focusing on helping students find purpose and happiness in their lives, NCA is creating an educational experience that goes beyond just academics.
Research has shown that having a sense of purpose and happiness can have a positive impact on academic achievement, as well as overall well-being. By teaching students how to choose happiness as a lifestyle, NCA is equipping students with important life skills that can serve them well both in and outside of the classroom."
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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."
"NCA values the whole student and is committed to promoting their personal growth and development, as well as their academic success. By providing an education that supports students' happiness and purpose, NCA may be helping to create a learning environment that is positive, engaging, and inspiring."
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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."
"Having a high IQ is no longer sufficient for success in today's world. In addition to cognitive abilities, social and emotional intelligence are becoming increasingly important for leadership and success in many fields. This is why Nancy Campbell Academy's emphasis on developing well-rounded leaders with high EQ is so relevant and valuable by teaching students how to manage their emotions, communicate effectively, and build positive relationships."
"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."
"By investing in state-of-the-art technology and providing opportunities for hands-on learning, NCA is creating an educational experience that is both relevant and exciting for students.
The use of technology like VR learning and robotics not only helps to keep students engaged in their learning, but it also provides them with valuable skills that they can use in their future careers. By partnering with leading robotic firms in Canada, NCA is also giving students access to real-world experiences"
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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.
From Shanghai to Paris, from the Canadian Arctic to Argentina, Nancy
Campbell Academy has welcomed students from all over the world to
experience authentic happiness. As they pursue their academic studies they are
morally strengthened by our capacity-building programme. By strengthening
their ethical capability they are well prepared to make a difference to their
families, their communities and the world!
It is through the experience of learning to be of service to others as an integral
centre of our curriculum that they build on their strengths. Giving creates
happiness and joy. On our foundation of ‘Nineteen Moral Capabilities’, students
develop positive qualities, attitudes and skills while gaining insight thus motivating them to
build their inner moral architecture, so necessary to be successful.
We have demonstrated our capacity to inspire leaders of the future. Our students do their
best to contribute meaningfully, while achieving excellence in their academics! In the spirit of
the pursuit of happiness through service to humankind we are confident students will be
inspired to learn, to grow and achieve their true potential!
Warm Regards
Gordon Naylor
Principal
Liberal Arts
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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.
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.
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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.
By using the Ontario Ministry Curriculum, NCA is ensuring that students receive a high-quality education that is recognized and valued by universities and employers. Emphasizing academic integrity and the importance of studying the arts and sciences for the benefit of society can also help students develop a sense of purpose and meaning in their lives. The emphasis on happiness and well-being is also important for fostering academic success. When students are happy and feel supported, they are more likely to be motivated and engaged in their learning, which can lead to better academic outcomes.
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.
Nancy Campbell Academy offers a blended Math program. Our advantage of small class sizes and mentorship allows teachers to build knowing relationships with your child. That strong rapport enables the teacher to differentiate instruction of the curriculum according to each student's needs. This enables your child to feel comfortable, engaged, and encourages continual learning in the mathematics classroom.
In the delivery of the Ontario Ministry of Education, curriculum NCA uses the textbooks approved by the Ministry. A complete list can be found on their website by clicking on the Ontario Trillium list. This list is continuously updated.
It is important that students have mathematical literacy and fluency so they are not dependent on calculators for simple mathematics. However, learning to use calculators quickly and effectively is important to be successful in many university math courses.
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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.
At Nancy Campbell Academy, students are exposed to an equal balance of inquiry and expository based sciences, in all streams (Biology, Chemistry, Physics, Earth and Space). In all streams, students are asked to explore the unknown with an inquisitive mind and are encouraged to ask questions and search for answers.
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.
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.
Using the Ontario Curriculum, our teachers help Grades 9-12 students become adept in four strands of communication, including oral speaking and listening, reading, wring, and media. We expose students to a range of literary forms from various time periods and nations and encourage them to think critically about these texts' relationships to historical context, social justice issues, and to the students' own understanding of the world. Every grade builds upon the knowledge and skills acquired in the preceding grade. We review and add to a list of literary devices required for conducting literary analysis in oral discussion and writing. With each successive grade, students also engage in a more rigorous process of essay planning and writing. Finally, students acquire increasingly sophisticated skills in processing, research, and presenting that are needed in post-secondary and in the workplace.
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
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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.
Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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.
At Nancy Campbell Academy, Grade 9 Core French is offered. The course follows the Ontario French as a Second Language curriculum. The four areas emphasized are Listening, Speaking, Reading and Writing. These skills are developed in order to use them for understanding, interacting and to promote intercultural understanding. The ESL program teaches Listening and Speaking, Reading, Writing, and Socio-Cultural Competence and Media Literacy. Furthermore the 19 Moral Principles that serve as the foundation to Nancy Campbell are included throughout these four traditional strands. Students enjoy the benefits of small group instruction, which include frequent opportunities to speak and one on one attention from the teacher. ESL is offered grade 9 to 12 in addition to our summer camp ESL credit program and our after school tutor program aimed at assisting ESL students with any of there current courses at all levels.
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.
Art connects us across barriers of time, space, and language. It celebrates our diversity, brings beauty into the world, and can promote the noblest ideals of humanity. The arts come to life and fulfill their highest purpose when they contribute to the advancement of society and the betterment of the world. Arts Programs at Nancy Campbell Academy provides students with opportunities to develop their skills and capacities in various branches of the arts, cultivate their aesthetic sensibilities, and explore their own creativity. Emphasis is placed on positive personal transformation through the practice of focus, self-discipline, collaboration, and courage to push beyond personal boundaries. Our goal is to cultivate responsible young artists with a desire to use their artistic talents and capacities to enrich their lives and contribute to the lives of others.
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.
All of our teachers are integrating technology into the classroom across every subject. A few courses revolve heavily around technology including "Introduction to Computer Studies" and "Communications Technology". Hardware and software are both used and learned in this courses to achieve a variety of goals including taking apart a computer and putting it back together, coding a game from scratch, recording and editing video, audio, and pictures, 3D design, and website implementation.
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.
At Nancy Campbell Academy, students are encouraged to live a well-balanced life. As part of this, students are required to take one physical education course. This course allows students to participate in a wide variety of activities, allowing them to work individually and as part of a group to expand their capacity and understanding of the importance of being physically healthy. This course also exposes the students to the requirements of a healthy balanced life.
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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.
Students are given the opportunity to take courses online, pursue co-ops, and engage in internships in keeping with their unique interests, schedules, and goals. Those pursuing independent learning are paired with mentor teachers who are experienced in the subject matter and oversee the successful completion of the course.
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”.
At NCA it is expected that all students strive for academic excellence, cultivate discipline, and achieve high standards. In today's overly competitive environments that consider discouragement and criticism to be the norm, we stand apart by fostering encouragement combined with high standards. NCA students achieve distinction because they are motivated and happy. They seek out opportunities to support one another, realizing that the fulfillment of the unique potential of their friends and class-mates is important too. Our school prides itself in fostering a supportive and distinct learning environment, which promotes academic excellence within a framework of happiness and moral leadership.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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Our unique educational model and school environment transform students. We consider intellectual, emotional, social, and physical development as synergistic and inter-related. The discipline required for athletic sports, artistic pursuits, and moral leadership enable students to build capacity in multiple areas of their lives including academics. Every NCA student has the right to be one of tomorrow's leaders, and our program helps shape them into thoughtful, empowered, and high achieving young people.
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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We individualize learning strategies to match the strengths and needs of our students. All modifications and accommodations are on a case by case basis. Students who have behavioural or learning challenges are embraced just as gifted students are encouraged and enabled to be at their best.
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 believe all students have the potential to excel academically. We provide extra support to help all students achieve their best. If a learning disability is diagnosed while in our school, we support that student through his or her new diagnosis and equip them with the tools needed to succeed. Students who have a learning disability may apply to our school. We would prefer to know about their needs prior to admission so we may plan and support them further.
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
7 - 12
20%
15%
$2,500
$11,700
95%
80%
9, 10, 11, 12
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Mar 01, 2022
Rolling
Not available
Rolling
Yes: grades 9 - 12
Yes: grades 7 - 12
No
No
No
No
No
No
No
No
No
No
Conscientous students looking for a Christian Worldview throughout all subject areas.
It sounds like NCA values community, encouragement, and finding purpose in one's pursuits. NCA is looking for students who are interested in academic excellence, promoting good citizenship, and social justice. NCA also values creativity and innovation in the arts, sciences, and technology. Students who are interested in being part of a supportive and collaborative community of learners, and who are eager to make a positive impact on the world around them, may be a good fit for NCA.
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]
Admission Requirements
Student admission is based on a three part process.
Assessment of documents that include transcripts or report cards, I.E.P. (if applicable), psychological assessments (if applicable), the student’s letter of intent (stating why they might like to attend Nancy Campbell Academy and what they might contribute to our student body), certificates and proof of accomplishments and letters of reference.
Interview between student and vice principal or head of school. Approximately 30 minutes (can be done in person, by telephone or on Zoom). This is not a pass or fail situation - it is set up to get to know the student and to see how we can best meet the student’s needs and determine if it is a good school-student match. Students willing to learn is paramount.
The information gleaned about the student from parents or agents and any other professionals involved in the student’s life (health professionals, psychologists, etc.).
Students that are accepted receive an acceptance letter and students that are not accepted receive a denial letter with steps outlining what they could do better to reapply in the future.
Admission Process
Step 1: Complete the application and return it to the school with a copy of the applicant’s most
recent transcript or report cards from the previous school (previous 2 years) and a photocopy of
passport (photo page only) and immunization record.
Step 2: Documents are reviewed and the interview is scheduled for the student.
Step 3: An Invoice for the deposit is issued to the student with instructions on how to pay.
Step 4: Applicant is interviewed by the Principal or Vice-Principal (personal, telephone or skype).
Step 5: A Letter Of Invitation is issued to the successful candidate with the final invoice.
Unsuccessful candidates will receive a letter outlining the reasons and the deposit will be refunded.
Step 6: Upon acceptance of the invitation and receipt of the payment in full, a Letter of Acceptance, Custodianship, and an account
statement is e-mailed to the International students. The Letter of Acceptance and Custodianship
declaration can be used as evidence to support an application for a Canadian study visa.
Step 7: International students arrive at the school with an original copy of the following documents: Study
Permit and Visa; School records of the previous study; Immunization Record.
*If documents are not in English, they must have an official notarized translation.
