1058 Spitzig Rd, Breslau, Ontario, N0B 1M0, Canada
1975 Renfrew Road, Shawnigan Lake, British Columbia, V0R 2W1, Canada
1976
1916
355
540
9 to 12
8 to 12
Coed
Coed
Homestay, Day
Boarding, Day
English
English
Academic
Academic
Liberal Arts
Traditional
20 to 24
17
Learning, Developmental, Behavioral
Learning
Dedicated class; in-class adaptations
Dedicated gifted class
$19,789 to $20,580
$35,500
$64,500 to $90,000
Yes
Yes
20%
30%
9 to 12
8 to 12
$2,500
$0
89
108
0%
81%
95%
60%
9, 10, 11, 12
8, 9, 10, 11, 12
8, 9, 10, 11, 12
Mar 01, 2022
Rolling
Not available
Rolling
Yes: grades 9 - 12
Yes: grades 8 - 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 reportShawnigan was founded in 1916 with just six students and cast in the mold of the leading English grammar schools. Its direct model was Westminster School, whose history stretches back to 1179. As such, it provides, aesthetically at least, a contrast to Brentwood, which neighbours the school. Both, as well as Brookes to the south, have some of the most stunning campuses that you could hope to find. The setting of Vancouver Island simply adds to the luster. The founders of Shawnigan Lake felt that all of those things—buildings, vistas, space—were important aspects of learning, and that a school’s setting should be inspiriting. And, certainly, it is. What the campus might lose in terms of warm and cuddly, it gains in a sense of tradition, organization, and consistency. The centennial celebration included school founder C. W. Lonsdale’s 1932 Packard convertible, adding a touch of the Great Gatsby. Still, there is a nice mix of modernity as well, perhaps most obviously in Genius Hour, a program developed by Wendy Milne, assistant head of academics. It’s a cross-grade, cross-curricular program in which students are challenged with creating their own project and seeing it through to completion. The only provisos are that each project involve collaboration, have a clear guiding question, and involve research. All of that—cross-curricular, cross-grade, hands-on, collaborative—are hallmarks of the Shawnigan approach. And, in Genius Hour and beyond, the results are impressive. The student who will do best is one who is a self-starter, operating at the top of his or her peer group, and able to dive in, making the most of the breadth of opportunity provided.
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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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"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."
"Shawnigan Lake School is an independent co-educational boarding school on Canada’s beautiful West Coast. Beginning in Grade 8, our unique Shawnigan Journey purposefully guides students through a distinct, unparalleled and bold educational experience. Through empowering involvement in unique experiential, service, academic, fine art and athletic programs, Shawnigan graduates have the capacity, compassion and courage required to create exceptional lives for themselves and others."
"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.
Welcome to Shawnigan! Our responsibility as staff here at Shawnigan is to support and inspire our students – with our values-based education at the heart of our teaching – so that they can achieve their potential and live fulfilling lives.
Shawnigan Lake School’s mission and values are inseparable from the fact that we are first and foremost a co-educational boarding school; a welcoming community whose aim it is to prepare our young men and women equally for independent and inspiring futures through the means of a well-balanced, holistic education.
Five hundred students, representing over thirty nations, come together each year to live and study in this unparalleled setting on the edge of Shawnigan Lake, Vancouver Island. We encourage all students to develop an understanding of and commitment to the people, the place and the heritage of Canada, British Columbia and Shawnigan. At the same time, we challenge ourselves each year to be relevant, purposeful and of service in a changing and increasingly global world.
The conversations, connections, sense of community, and friendships forged through these shared experiences are, I believe, part of the magic of our School.
I look forward to meeting you.
Traditional
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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.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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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.
Shawnigan Lake School provides a learning community that fosters personal excellence for each and every student. In a School dedicated to a rigorous academic program, we blend the best from traditional education with the contemporary skills of 21st century learning. With our Learning Centre specialists, Advisor program and low teacher-to-student ratio, we ensure that every student is challenged and supported. The Shawnigan classroom is a respectful place, where students develop confidence by engaging, by creating and by taking intellectual risks.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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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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.
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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.
At each grade we attempt to use a theme to guide our text choice, giving teachers freedom to choose literature they are passionate about. We do not mandate specific texts to be taught at each grade level to allow for this freedom. We see the great value in modeling the study of at least one class novel in order that we can demonstrate the process for analysis of a text, yet we also see the value in letting students choose their own independent novels for study in order to help foster a love for reading. We strive to help students make connections between texts and their life experiences. We work with students to synthesize their learning, their understanding of a broader theme, their study of a wide range of texts and their life experiences. We invite students to look at how stories (influence ideas, events, change a collective identity.
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.
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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.
The skill to function in more than one's native tongue will broaden intellectual and cultural horizons. To this end, the Department of Modern Languages offers courses in four languages: French, Spanish, Mandarin and German. We also offer French Immersion classes, and students completing this program may qualify for the Français Langue 12 credit. Our students have the opportunity to begin their study and to progress through to Advanced Placement level in all four languages. In French, many of our students take the internationally recognized DELF exams from levels A1 to B2. The classes all emphasize the communicative approach in all four language skills and provide opportunities for differentiated learning and individualized attention. A Japanese language tutor, also a native speaker, is available on Saturday mornings. Above all, however, it is the interaction and connection between teacher and student that is the biggest key to success in this subject area.
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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Visual Arts
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.
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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.
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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.
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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”.
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"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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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.
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CompetitiveComp. |
RecreationalRec. |
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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
8 - 12
20%
30%
$2,500
$0
95%
60%
9, 10, 11, 12
8, 9, 10, 11, 12
8, 9, 10, 11, 12
Mar 01, 2022
Rolling
Not available
Rolling
Yes: grades 9 - 12
Yes: grades 8 - 12
No
No
No
No
No
Yes: grades 8 - 12
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]
-$260 application fee
-Photo of applicant
-Copy of valid passport
- Academic reference form filled out by Math teacher
- Academic reference form filled out by English teacher
- Copy of mid-year report from current grade when available
- Copy of final report card from last school year
- TOEFL or IELTS-test (submitted only by international applicants)