1058 Spitzig Rd, Breslau, Ontario, N0B 1M0, Canada
410 6 Ave, Rosthern, Saskatchewan, S0K 3R0, Canada
1976
1905
355
100
9 to 12
10 to 12
Coed
Coed
Homestay, Day
Day, Boarding
English
English
Academic
Academic
Liberal Arts
Progressive
20 to 24
15 to 20
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
Dedicated class; in-class adaptations
$19,789 to $20,580
$4,500 to $20,000
$15,000 to $32,750
Yes
Yes
20%
30%
9 to 12
10 to 12
$2,500
$2,500
89
33
0%
60%
95%
100%
9, 10, 11, 12
10, 11, 12
10, 11, 12
Mar 01, 2022
Rolling
Not available
Rolling
Yes: grades 9 - 12
Yes: grades 10 - 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
information not available
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 reportRosthern Junior College began in 1905 with one teacher and eight students and a desire to fill a need within the Mennonite community. It’s grown in every way, though remains true to the initial goal of educating students through their interests and through their faith. One aspect of RJCs development that the founders perhaps couldn’t have foreseen in 1905 is the extension of the offering to international students, who now make up 15% of the student population, adding a unique perspective to the lived experience of the school. While half of the population of the school is Mennonite, the other half includes other denominations and non-denominational students, all drawn by the range of programs on offer, the personal focus, a dedication to service learning and character development. Classes are small, with lots of personal attention, which students rightly appreciate. Faculty make it a priority to take learning out of the classroom, and to build relationships with the community, something that has become a focus of the programming. Students are encouraged not only to excel academically, but also to apply their skills, abilities, and time to making a difference in the world.
View full report
" ... 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...
View full review
"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 ...
View full review
"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 ...
View full review
"RJC gave me the freedom, the tools, and the support to grow into the person I am today."
Crystal Lau - Alumnus (Sep 26, 2018)
My overall experience at RJC was life changing. I always say that RJC has been the best years of my ...
View full review
"Upon graduation, I became part of a bigger community of alumni that shares the same experiences, fantastic memories, and gives us a foot in the door for opportunities later in life. "
Patrick Laughlin - Alumnus (Oct 02, 2018)
RJC gave me opportunities that no other school can offer. Not only did we learn in class, we learne...
View full review
"One on one interaction with the teachers and staff allowed for a more personal connection"
Jordan Wiens - Alumnus (Oct 02, 2018)
My time at RJC was exceptional. Due to the small size of the school and the high ratio of teachers t...
View full review
"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."
"Founded in 1905, Rosthern Junior College (RJC) High School has a strong reputation for delivering well-rounded academic experiences to students for over 100 years. RJC offers Grades 10-12, and is accredited by the Saskatchewan Ministry of Education and a member of the Saskatchewan Association of Historical High Schools; holding a high standard of education. As a high school that teaches from the Christian perspective, RJC places value on faith, service, leadership, and community in the education of its students."
"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."
"A distinctive of RJC from other boarding high schools is our focus on cross-curricular and interdisciplinary learning. Our goal is for students to learn more about themselves and the world around them through the courses they take. This is done through our grade-based initiatives (Grade 10 IMAGINE, Grade 11 THRIVE, Grade 12 EXPLORE). In these programs, RJC utilizes academic best-practices and community partners to offer unique, out-of-the-classroom learning experiences."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"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."
"Families often choose RJC because of the tight-knit community and small class sizes. In this environment, students find belonging and grow in their confidence and ability. The strong relationships between students and staff often lead to academic and personal success of the students."
Information not available
Information not available
"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."
"An underrated aspect of RJC's school community is our focus on student health and wellness. This is done through our student BELONG program, led by our dormitory deans. All RJC students have access to diverse academic, physical, and emotional supports during their time as a student. Included in this is an incredible meal plan, which offers healthy and diverse food options for students. If students require additional supports, they are welcome to connect with the VP of Student Life."
"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."
"The level of participation in school activities is very high at RJC. In a typical year, approximately 80% of our students are involved in the athletics program, 91% are involved in the music and arts program, and 80% of RJC students join a school club. We believe when students are invested and involved in activities they are able to thrive in all aspects of learning."
Information not available
Information not available
Information not available
Information not available
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.
Welcome to RJC High School! We are a small school that makes a big difference. Our small class-sizes, supportive staff and student-centered programming allow our diverse student body to meet a variety of personal and academic goals, all within the safety of a supportive community. We have an excellent dormitory program, along with many opportunities in athletics and the arts. We pride ourselves in educating the whole person and in preparing leaders for a life of faith, service and peacemaking. We are excited about the impact our students make in the world, and the success that they achieve in their personal lives. If you are looking for a place that combines educational excellence with personal growth and making a difference, join us at RJC High School!
Sincerely,
Ryan Wood
Principal, RJC High School
Progressive
Information not available
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.
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.
Not applicable
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.
All academic programs at RJC meet curricular standards set by the Saskatchewan Ministry of Education. Grade 10 - IMAGINE: A peacebuilding program IMAGINE is a full year, multi-credit grade 10 global-citizenship program that emphasizes collaboration, hands-on learning and community building. Students will spend periods of time outside the classroom applying their classroom learning in practical settings. Grade 11 - THRIVE: A wellness program THRIVE is a full year, multi-credit grade grade 11 wellness program that will assist students to grow and develop as individuals and as contributing members of their communities. Particular focus is given to an understanding of personal, mental health, and well as the wellness of creation and the community. Grade 12 - EXPLORE: A leadership development program EXPLORE is a full year, multi-credit grade 12 leadership program, with a particular focus on exploring post-secondary opportunities. Throughout the year students will explore diverse models of leadership, explore their own strengths, gifts, and values, and apply their learning in spaces outside of the classroom.
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.
Each mathematics teacher has his or her own classroom dynamic and structure. Our methods are rooted in traditional learning and an understanding of fundamental math skills. Inquiry activities and problem-based lessons are integrated throughout the courses as is appropriate for students' needs and abilities.
As a school we use the textbooks developed for the latest provincial math curriculum.
Math teachers ask students to own a calculator suited to his or her course choice. We encourage students to use their calculator as an aide to their education.
Not applicable
Not applicable
Information not available
Information not available
Not applicable
Not applicable
Information not available
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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.
All of our science teachers have years of experience in their content areas and are accredited in 30 level subject matter. Our school is transitioning to more inquiry-based and authentic learning in all areas and our newly renovated labs, as well as off-campus experiences help to support this type of education.
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
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.
In each of our ELA courses students encounter a variety of texts in both contemporary and "classic" styles, the study of which always emphasizes the development of critical thinking and communication skills. Off-campus and inquiry-based experiences are used to expand the students' framework for authentic learning.
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
Not applicable
Information not available
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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.
Given RJC’s emphasis on faith, service, and peacemaking, courses in the humanities and social sciences emphasize contemporary experiences and real-world problems. With a firm grounding in the way the past continues to shape the present, students are engaged with relevant questions about the condition of communities at home and around the world. The use of projects and tasks as primary assessment tools reflect our underlying goals of critical thinking and real-life skills.
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.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
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.
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.
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.
Fine arts allow students to tap into their own creativity, develop strong communication skills and connect cross-curricular ideas in new ways. In many of the fine arts offered at RJC, students must learn to work together and for each other, requiring trust and reliance upon other students (ex. Putting together a play requires communicating ideas, teamwork to build sets, choral singing necessitates interdependence to create a fully-formed musical idea). Fine arts allow for a physical expression of mental, emotion and spiritual themes and ideas and so students should be allowed to access these internal feelings and to express them in ways that they may not feel able in other, “traditional” classrooms. This promotes self-agency, requires self-motivation and fosters co-operation. In this way, fine arts do not only improve skills within themselves, but impart students with the skills and tools to thrive in all areas of life.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
In Communication Media Class, the students are taught to use the computer as a creative tool in digital picture creation/manipulation, movie making, and audio engineering. Students use all three elements to produce digital media creations in class.
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.
RJC’s physical education program seeks to combine skill development with engagement and participation in physical activity. Our goals include promoting attitudes which will lead to lifelong physical activity, engaging students in volunteer activities, and fostering safe conduct in physical activities. We are less focused on competition, and more focused on community and team building. The grade 11 class participates in outdoor education, which usually takes the form of either a hiking trip or a canoe trip.
Not applicable
Not applicable
Information not available
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
Supportive
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 “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.
With a smaller size class, students are able to have more one-on-one opportunities with the teachers, and a tigher relationship with their classmates. The teachers get to know each student really well, both academically and personally, creating a stronger learning community.
"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."
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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
To be living and learning in this community, students will have the opportunity to be independent of their parents, and learn to live with other people. Through arts and sports, students are able to improve socially outside of the classroom, and gain support from the 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:
| ||||
---|---|---|---|---|
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.
| ||||
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
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 strive to work with students where they are at and modify our program to meet specific student needs. Building a relationship with the student is key to our success.
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.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
9 - 12
10 - 12
20%
30%
$2,500
$2,500
95%
100%
9, 10, 11, 12
10, 11, 12
10, 11, 12
Mar 01, 2022
Rolling
Not available
Rolling
Yes: grades 9 - 12
Yes: grades 10 - 12
No
No
No
No
No
No
No
No
No
No
Conscientous students looking for a Christian Worldview throughout all subject areas.
RJC is a Christian day and boarding high school offering Grades 10-12. It is based on a Christian foundation and provides a sound academic and dormitory program. The school offers the Saskatchewan approved and inspected high school curriculum, and is staffed by highly qualified instructors. We are looking for students are interested in living in community, and can make positive contributions to our music, athletics and student life program. Many students and parents often identify this as being a significant factor in improving grades.
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]
Apply Today!
You will be contacted shortly once your form is received.