UWC Canada

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Promotional videos for UWC Canada.

• Curriculum Progressive, International Baccalaureate
  [Show definition of Curriculum]

  Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

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  Curriculum approach at UWCNCC/Pearson College : Progressive, International Baccalaureate

  UWCNCC/Pearson College has a Progressive, International Baccalaureate approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).

  [Show: About Progressive, International Baccalaureate?]

  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.

  Curriculum at schools on OurKids.net

    Progressive - 26%
    Traditional - 42%
    Liberal arts - 16%
    Montessori - 15%
    Reggio Emilia - 0%
    Waldorf - 1%
  

  UWCNCC/Pearson College has a International Baccalaureate approach to secondary curriculum.

  Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.

  What UWCNCC/Pearson College says: The education we offer is driven by seven principles inspired by renowned educationalist Kurt Hahn. 1) Education should take place within a diverse college community that reflects the wide range of tensions among and between people. 2) Education requires active promotion of intercultural understanding and the development of genuine concern for others, founded on shared life experiences, and cooperative and collaborative living. 3) Physical fitness and a healthy lifestyle are integral to developing a balanced person. Unhealthy lifestyles limit human potential. 4) Community interaction is at the heart of college/school life. 5) Students should be able to take positive action around issues of sustainability on both an institutional and individual level. 6) Students must have opportunities to practice personal initiative, self-discipline and responsibility, and to manage risk and embrace challenges. 7) Recognition is given to the fact that individuals possess unique talents and abilities. Programmes must exist which help students fulfill their potential.

  International Baccalaureate offered:

  Program	offered
  Primary Years
  Middle Years
  Diploma program
  Career-related program

  Approach:

  Focus
  Academic

  Pedagogies and subject courses:

  • Mathematics

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    What UWCNCC/Pearson College says: This information is not currently available.

    Textbooks and supplementary materials: This information is not currently available.

    Calculator policy: This information is not currently available.

  • Science

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    Teaching approach: This information is not currently available.

    Topics covered in curriculum:

    Subject	offered
    Biology
    Chemistry
    Ecology
    Geology
    Meteorology
    Physics
    Physiology
    Zoology

    Treatment of evolution:

    Subject	offered
    Evolution as consensus theory
    Evolution as one of many equally viable theories
    Evolution is not taught

  • Literature

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    What UWCNCC/Pearson College says: This information is not currently available.

  • Humanities and Social Sciences

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    What UWCNCC/Pearson College says: This information is not currently available.

  • Foreign Languages

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    What UWCNCC/Pearson College says: This information is not currently available.

  • Fine Arts

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    Program offers:

    Subject	offered
    Acting
    Dance
    Drama/Theatre
    Graphic Design
    Music
    Visual Arts

    What UWCNCC/Pearson College says: This information is not currently available.

  • Computers and Technology

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    What UWCNCC/Pearson College says: This information is not currently available.

    Program covers:

    Subject	offered
    Computer science
    Robotics
    Web design

  • Physical Education

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    What UWCNCC/Pearson College says: This information is not currently available.

  • IB Diploma courses

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    Group 1 (Language A)

    Group 2 (Language B)

    Group 3 (Individuals and Societies)

    Group 4 (Experimental Sciences)

    Group 5 (Mathematics)

    Group 6 (The Arts)
  • Advanced Placement courses

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    This information is not currently available.
  • Sex and health education Not British Columbia curriculum

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    Sex and health education approach at UWCNCC/Pearson College : Not British Columbia curriculum

    UWCNCC/Pearson College has a Not British Columbia curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).

    [Show: About Not British Columbia curriculum?]

    The sex education curriculum does NOT follow the provincial one taught in public schools - either in terms of structure, pacing, focus, and/or tone.

    Sex and health education at schools on OurKids.net

      Does not follow prrovincial curriculum - 47%
      Follows provincial curriculum - 53%
    

    Approach to sex and health education:

    UWCNCC/Pearson College has a approach Mostly value-neutral (as opposed to Fairly value-based approach).

    [Show: About Mostly value-neutral?]

    By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.

    UWCNCC/Pearson College 's approach to sex-ed: We help students discover the possibility of change. They learn that they can help to change the world through their courageous action, personal example and selfless leadership. We support young people to reach their intellectual, moral, aesthetic, emotional, social, spiritual and physical potential. All of our schools and colleges share the UWC mission and values. But each operates differently and has a distinct identity based on local resources and opportunities.

  
  

  Jump to:

  • Mathematics

  • Science

  • Literature

  • Humanities and Social Sciences

  • Foreign Languages

  • Fine Arts

  • Computers and Technology

  • Physical Education

  • IB Diploma courses

  • Advanced Placement courses

  • Sex and health education
• Curriculum Pace Standard-enriched
  [Show definition of Curriculum Pace]

  This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

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  Curriculum Pace approach at UWCNCC/Pearson College : Standard-enriched

  UWCNCC/Pearson College has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).

  [Show: About 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.

  Curriculum Pace at schools on OurKids.net

    Standard-enriched - 57%
    Accelerated - 16%
    Student-paced - 27%
  

  What UWCNCC/Pearson College says: This information is not currently available.

  Flexible pacing style

  Flexible pacing style	offered
  Subject-streaming (tracking)
  Multi-age classrooms as standard
  Ability-grouping (in-class) as common
  Frequent use of cyber-learning (at-their-own-pace)
  Regular guided independent study opportunities
  Differentiated assessment

  What UWCNCC/Pearson College says about flexible pacing: We are recognised internationally for our distinctive model of education which helps students flourish – physically, intellectually, emotionally and ethically. UWC schools and colleges provide a holistic education for young people guided by a distinguished curriculum: Colleges offer the two-year, pre-university International Baccalaureate (IB) Diploma Programme

• Academic Culture Rigorous
  [Show definition of Academic Culture]

  Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

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  Academic Culture approach at UWCNCC/Pearson College : Rigorous

  UWCNCC/Pearson College has a Rigorous approach to Academic Culture (as opposed to Supportive approach).

  [Show: About Rigorous?]

  A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.

  Academic Culture at schools on OurKids.net

    Rigorous - 46%
    Supportive - 54%
  

  What UWCNCC/Pearson College says: The academic programme for 16 to 19 year-olds at UWC schools is based on the International Baccalaureate (IB) Diploma Programme. Our students benefit from this challenging and balanced academic qualification which is recognized by the world’s leading universities. Our distinctive model of education has deliberate diversity of the student body at its heart.

• Developmental priorities Social
  [Show definition of Developmental priorities]

  Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

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  Primary Developmental Priority: Social

  The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."

  Secondary Developmental Priority: Balanced

  "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

  What UWCNCC/Pearson College says: UWC makes education a force to unite people, nations and cultures for peace and a sustainable future. UWC schools, colleges and programmes deliver a challenging and transformational educational experience to a diverse cross section of students, inspiring them to create a more peaceful and sustainable future. UWC believes that to achieve peace and a sustainable future, the values it promotes are crucial; International and intercultural understanding. Celebration of difference. Personal responsibility and integrity. Mutual responsibility and respect. Compassion and service. Respect for the environment. A sense of idealism. Personal challenge. Action and personal example.

• Special needs support
  [Show definition of Special needs support]

  Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

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  Academic Support:

  Subject Type	offered
  Learning strategy and study counselling; habit formation
  Extra support and minor accommodations for children experiencing subclinical difficulties

  Mild but clinically diagnosed ADHD:

  Subject Type	offered
  Accommodations
  Modifications
  Extra support

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  A - Forms of Support

  Accommodation:

  Modification:

  Remediation:

  B - Environments

  Indirect Support:

  Resource Assistance:

  Withdrawal Assistance:

  Partial Integration:

  Full-Time Class:

  
  

  Special NeedNeed

  Forms of SupportA

  EnvironmentsB

  ADHD

  • 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.

  Read our guide to special needs schools and special education

• Gifted learner support In-class adaptations
  [Show definition of Gifted learner support]

  Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

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  Dedicated gifted programs:

  Program	offered
  Full-time gifted program (parallel to rest of school)
  Part-time gifted program (pull-out; parallel to rest of class)

  Curriculum delivery: Enrichment (The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.)

  In-class adaptations:

  Program	offered
  Custom subject enrichment (special arrangement)
  Custom curriculum compacting (special arrangement)
  Guided independent study (custom gifted arrangement)
  Cyber-learning opportunities (custom gifted arrangement)
  Formalized peer coaching opportunities (specifically for gifted learners to coach others)
  Custom subject acceleration (special arrangement)
  Career exploration (custom gifted arrangement)
  Project-based learning (custom gifted arrangement)
  Mentorships (custom gifted arrangement)

  What UWCNCC/Pearson College says: This information is not currently available.

• Language English
  UWCNCC/Pearson College offers English as the primary language of instruction.

  Language of enrollment include: Any foreign language

My UWC journey started as a student at Pearson College in 1983. I can genuinely say, that experience laid the foundation for everything that followed. I chaired the German National Committee from 2008 and from 2010 onwards, I worked with our partners, the Bosch Foundation, on building UWC Robert Bosch College. I think it is fair to say that I have seen the UWC movement from different angles.

As Executive Director, I look to the future with optimism. UWC – already a leader in the field of transformational education – can have an even greater impact in the years to come and we can all play a part in this success.