Whistler Waldorf School

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School Facilities Gallery

Photo-tour of facilities

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• Campus

Campus

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Gallery showcasing specific locations and facilities found at Whistler Waldorf School.

• Curriculum Waldorf
  [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 WWS : Waldorf

  WWS has a Waldorf approach to Curriculum (as opposed to Traditional, Liberal Arts, Progressive, Montessori, Reggio Emilia approach).

  [Show: About Waldorf?]

  Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.

  Curriculum at schools on OurKids.net

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

  What WWS says: Whistler Waldorf School offers students a rich multi-disciplinary academic experience steeped in math, science, art, humanities, nature and language, all supported by strong teacher-student relationships. Using experiential and developmentally appropriate teaching methods, we develop creative, socially-responsible young adults with the critical thinking skills needed to successfully face a fast paced, changing world.

  Approach:

  Focus
  Academic

  Pedagogies and subject courses:

  • Mathematics

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    What WWS says: Math is not taught in isolation of other subjects. It is part of a holistic learning approach. As a result, Waldorf students acquire a deep mathematical understanding that they carry throughout their lives. In our early years, math concepts are introduced through story, movement, recitation, and rhythm. Manipulatives make concepts like division (dividing gems) and fractions (slicing pizza for all) concrete realities. Students in our upper grades cover concepts including: trigonometry, Fibonacci sequence, Greek geometry Projective Geometry, Algebra and pre-calculus Calculus. See our curriculum guides at: https://whistlerwaldorf.com/grade-school/ for a full overview.

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

    Calculator policy: This information is not currently available.

  • Early Reading Balanced Literacy

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    Early Reading approach at WWS : Balanced Literacy

    WWS has a Balanced Literacy approach to Early Reading (as opposed to Phonics-intensive , Whole Language approach).

    [Show: About Balanced Literacy?]

    Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.

    Early Reading at schools on OurKids.net

      Balanced literacy - 54%
      Phonics-intensive - 44%
      Whole language - 2%
    

    What WWS says: This information is not currently available.

    DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    What WWS says: This information is not currently available.

  • Writing Equal balance

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    Writing approach at WWS : Equal balance

    WWS has an Equal balance approach to Writing (as opposed to Systematic approach , Process approach approach).

    [Show: About Equal balance?]

    Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.

    Writing at schools on OurKids.net

      Equal balance - 78%
      Systematic approach - 10%
      Process approach - 12%
    

    What WWS says: First-grade students begin to learn to read through their own writing. For example, they may hear a fairy tale and draw pictures based on what they heard. They may copy the writing from a poem they have already learned to recite from memory. The artistic, deliberate process engages the children, and by the end of first grade, they are writing and reading sentences and short texts. By the middle grades, students have enough detachment and perspective to start experimenting with their own writing style. Into the high school, writing is more descriptive, to encourage students to clearly observe the world around them and to anchor themselves during what can be a tumultuous transition to adulthood. Starting in high school, Waldorf education pushes high school students to be more abstract in their thinking and writing. For a full overview, see our curriculum guides at: https://whistlerwaldorf.com/grade-school/

  • Science Inquiry

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    Science approach at WWS : Inquiry

    WWS has an Inquiry approach to Science (as opposed to Expository , Equal Balance approach).

    [Show: About Inquiry?]

    Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.

    Science at schools on OurKids.net

      Inquiry - 27%
      Expository - 6%
      Equal balance - 67%
    

    Teaching approach: Science is interwoven throughout the curriculum, starting in the Early Years. The students’ ability to wonder, observe, imagine, inquire, reason, deduce, and think critically are carefully developed in multi-dimensional ways in preparation for middle, and then high school science. Simple nature experiences begin in kindergarten and the Early Years, and advance with the study of acoustics, heat, magnetism and electricity in Middle School to chemistry, biology, botany, zoology and modern physics in High School. The emphasis is on direct encounters with observable phenomena: “Describe what happened. Evaluate what you have observed. What are the conditions under which the phenomena appear? How does this relate to what you already know?” Then students are asked to think through the experiment and discover the natural law that stands behind and within the phenomena. For a full overview, see our curriculum guides at: https://whistlerwaldorf.com/grade-school/

    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 Equal Balance

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    Literature approach at WWS : Equal Balance

    WWS has an Equal Balance approach to Literature (as opposed to Traditional , Social Justice approach).

    [Show: About Equal Balance?]

    These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

    Literature at schools on OurKids.net

      Equal balance - 73%
      Traditional - 23%
      Social justice - 4%
    

    What WWS says: The goal of the English program at Whistler Waldorf School is to impart cultural literacy through the study of world literature, with a focus on English, German, Russian, and American literature. It is also to school the imagination and awaken a sense for language. Through the study of literature, adolescents can feel less alone in their struggles and questions as various authors throughout the ages present their conflicts and ideals in the search for the essential nature of human relationships. Reading literature exposes our students to the depth and diversity of human experience and human capacities and they in turn can reflect, exercise, and strengthen these capacities in themselves.

  • Social Studies Core Knowledge

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    Social Studies approach at WWS : Core Knowledge

    WWS has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities , Thematic approach).

    [Show: About Core Knowledge?]

    Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).

    Social Studies at schools on OurKids.net

      Core knowledge - 44%
      Expanding communities - 25%
      Thematic - 31%
    

    What WWS says: The social studies curriculum is an engaging integration of literature, history, geography, and cultural studies. Social studies blocks include: Norse sagas and poetry, the Renaissance, Canadian explorers, geography of Europe and Asia, First Nation history and stories, Roman history and the Middle Ages amongst others.

  • Humanities and Social Sciences

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    What WWS says: This information is not currently available.

  • Foreign Languages Equal Balance

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    Foreign Languages approach at WWS : Equal Balance

    WWS has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual , Communicative approach).

    [Show: About Equal Balance?]

    These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.

    Foreign Languages at schools on OurKids.net

      Equal balance - 61%
      Audio-lingual - 2%
      Communicative - 37%
    

    What WWS says: The experience of learning a second language is an essential part of the Waldorf curriculum. Second language training is proven to be beneficial in many areas: it improves native language skills; it helps the child see the world from a different perspective and become more tolerant of different customs, traditions, geography, history and cultures. At Whistler Waldorf School, French is taught from Grades 1-12. In addition, we run an extra curricular French Club for our Lower School students which provides students with the opportunity to practise conversation skills and have fun! For a full overview, see our curriculum guides at: https://whistlerwaldorf.com/grade-school/

  • Fine Arts Equal Balance

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    Fine Arts approach at WWS : Equal Balance

    WWS has an Equal Balance approach to Fine Arts (as opposed to Receptive , Creative approach).

    [Show: About Equal Balance?]

    These programs have an equal emphasis on receptive and creative learning.

    Fine Arts at schools on OurKids.net

      Equal balance - 60%
      Receptive - 1%
      Creative - 39%
    

    Program offers:

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

    Visual studio philosophy:

    Expressive
    Disciplined

    What WWS says: We believe that every student has artistic capacities, and we ask them to draw on those capacities in every subject they study. It is in our fine arts class, however, that students learn and practice the skills that enable them to express themselves visually. Specific skills taught include: Black & white drawing; watercolour painting; sculpture and printmaking amongst others. For a full overview, see our curriculum guides at: https://whistlerwaldorf.com/grade-school/

  • Computers and Technology Light integration

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    Computers and Technology approach at WWS : Light integration

    WWS has a Light integration approach to Computers and Technology (as opposed to Heavy integration , Medium integration approach).

    [Show: About Light integration?]

    Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.

    Computers and Technology at schools on OurKids.net

      Light integration - 24%
      Heavy integration - 31%
      Medium integration - 45%
    

    What WWS says: Computers and digital technology are not part of the early grades curriculum, although mechanical technology and the practical arts are incorporated at all levels. In high school, computers and digital aids are used in the classroom as teaching tools across disciplines. All high school students utilize computers and digital equipment at home for research, to aid in their schoolwork and for in-class or school-wide presentations.

    Program covers:

    Subject	offered
    Computer science
    Robotics
    Web design

  • Physical Education

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    What WWS says: Physical and outdoor education are an integral component of the curriculum. Students across the grades participate in socially challenging wilderness experiences. Students learn a wide variety of practical safety and wilderness skills and are encouraged to engage and reflect on their roles as stewards of the earth. Over the course of the school year, high school students participate in three separate multi-night outdoor education trips.

  • 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 WWS : Not British Columbia curriculum

    WWS 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%
    

    WWS 's approach to sex-ed: This information is not currently available.

  
  

  Jump to:

  • Mathematics

  • Early Reading

  • Writing

  • Science

  • Literature

  • Social Studies

  • Humanities and Social Sciences

  • Foreign Languages

  • Fine Arts

  • Computers and Technology

  • Physical Education

  • Advanced Placement courses

  • Sex and health education
• Preschool/K Curriculum Waldorf
  [Show definition of Preschool/K Curriculum]

  Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)

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  Preschool/K Curriculum approach at WWS : Waldorf

  WWS has a Waldorf approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Reggio Emilia, Academic approach).

  [Show: About Waldorf?]

  Highly group-oriented and with a strong emphasis on creative and imaginative play, Waldorf preschool and Kindergarten programs have very little to no emphasis on academics. A Waldorf environment will often feel more like a home than a traditional classroom -- the goal being to instill comfort and and a sense of predictability in students’ day. This emphasis on comfort and predictability also manifests through a heavy use of repetition: for example, teachers might read the same story multiple days in a row. Waldorf schools ask parents to refrain from offering children TV or computers at home, and aim to develop in children a connection to the natural world. If you want to learn more about Waldorf education, check out our comprehensive guide.

  Preschool/K Curriculum at schools on OurKids.net

    Waldorf - 2%
    Play-based - 19%
    Montessori - 30%
    Reggio emilia - 6%
    Academic - 43%
  

  What WWS says: We offer a holistic, nature and play-based environment for children 30 months – 6 years old. Our Early Childhood program builds the capacity for creative thinking, problem-solving and strong social skills. Memory, comprehension, and imagination are developed and strengthened through listening to fairy/folk tales and participating in dramatic play. A love for the wonders of language is cultivated through stories, songs and nursery rhymes and a strong foundation for numeracy is developed through counting games and rhythmic activities. Daily activities including bread baking, cooking, and table setting all build the base of experience for learning mathematics, sequencing, and number skills.

• 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 WWS : Standard-enriched

  WWS 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 WWS 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 WWS says about flexible pacing: This information is not currently available.

• Academic Culture Supportive
  [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 WWS : Supportive

  WWS has a Supportive approach to Academic Culture (as opposed to Rigorous approach).

  [Show: About 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.

  Academic Culture at schools on OurKids.net

    Supportive - 54%
    Rigorous - 46%
  

  What WWS says: This information is not currently available.

• Developmental priorities
  [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:

  What WWS says: This information is not currently available.

• 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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  What WWS says about their special need support: This information is not currently available.

  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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  Summary: One aim of Waldorf education is to educate according to the individual needs of each child. With these values in mind, we have created the Whistler Waldorf School Student Support Handbook. It outlines the process and guidelines for the Social Inclusion Group (SIG), the Care Group (CG), and the Discipline and Guidance group (DG). Read more about our approach to student support: https://whistlerwaldorf.com/about-wws/student-support/

  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 No Support
  [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: This information is not currently available.

  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 WWS says: One aim of Waldorf education is to educate according to the individual needs of each child. With these values in mind, we have created the Whistler Waldorf School Student Support Handbook. It outlines the process and guidelines for the Social Inclusion Group (SIG), the Care Group (CG), and the Discipline and Guidance group (DG). Read more about our approach to student support: https://whistlerwaldorf.com/about-wws/student-support/

• Language English
  WWS offers English as the primary language of instruction.

  Language of enrollment include: English
• Homework Policy
  [Show definition of Homework Policy]

  Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

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  In grade K, WWS students perform an average of No homework of homework per night.

  Nightly Homework

  	JK	SK	K
  WWS	0 mins	0 mins	0 mins
  Site Average	5 mins	7 mins	6 mins

  What WWS says about their flipped classroom policy: This information is not currently available.

• Report Card Policy
  [Show definition of Report Card Policy]

  While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

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  How assessments are delivered across the grades:

  Prose (narrative)-based feedback	Nursery/Toddler to Gr. 12
  Academic achievement reporting	Nursery/Toddler to Gr. 12
  Parent-teacher meetings	Nursery/Toddler to Gr. 12