Wishing Well Schools ACADEMICS & EXTRACURRICULARS
Summary
Curriculum
Curriculum approach at Wishing Well Schools: Progressive
Wishing Well Schools has a Progressive approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).
What Wishing Well Schools says about their overall curriculum and approach:
Wishing Well Schools delivers the Montessori curriculum from Toddler to age 6 and an enriched academic program following the Ontario Curriculum from Grades 1 to 8. We believe in teaching the skills of critical thinking, with a 21st century approach to teaching and learning.
Approach
Focus | Special needs |
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Academic | Gifted |
Pedagogies and subject courses:
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Mathematics
Mathematics approach at Wishing Well Schools: Traditional Math
Wishing Well Schools has a Traditional Math approach to Mathematics (as opposed to Discovery Math, Equal Balance approach).
[Show: About Traditional Math?]What Wishing Well Schools says:
We use a variety of tools to help solidify math concepts and ensure automaticity and understanding of deeper mathematical problems. From Grades 4 to 8 we have specialized math teachers for all students. Included in our Math curriculum are our STEAM lessons where students are presented with problems using the engineering design process to solve. Coding is taught from Grade 1 to 6, with more intensive Computer Science taught in Grade 7/8.
Textbooks and supplementary materials:
Nelson Math, Jump Math, iPads and various resources created by teachers.
Calculator policy:
Calculators are used at more advanced levels of mathematics after students have learned important fundamental skills.
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Early Reading
Early Reading approach at Wishing Well Schools: Phonics-intensive
Wishing Well Schools has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).
[Show: About Phonics-intensive?]What Wishing Well Schools says:
Our students learn to read during their Montessori years (age 3 to 6) in preparation for the advanced academic program in Grade 1.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What Wishing Well Schools says:
This information is not currently available.
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Writing
Writing approach at Wishing Well Schools: Equal balance
Wishing Well Schools has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]What Wishing Well Schools says:
Writing is carefully planned and focuses on developing technical writing skills as well as creative expression. Varied lessons focus on essay writing, media literacy, film analysis, poetry and song writing, creative writing in a variety of narrative formats, and non-fiction writing (such as writing blogs, websites, speeches, biographies, etc.). We have specialist Language Arts teachers from Grades 4 to 8.
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Science
Science approach at Wishing Well Schools: Equal Balance
Wishing Well Schools has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).
[Show: About Equal Balance?]Teaching approach:
Science is taught using varied materials and approaches in an inquiry based setting (such as in our STEAM lessons) as well as a traditional setting. Project Based Learning is emphasized and students are expected to test their hypothesis using the scientific method. Specialist Science teachers teach students from Grades 4 to 8.
Treatment of evolution:
Subject Offered Evolution as consensus theory Evolution as one of many equally viable theories Evolution is not taught Topics covered in curriculum:
Subject Offered Biology Chemistry Ecology Geology Meteorology Physics Physiology Zoology Literature
Literature approach at Wishing Well Schools: Equal Balance
Wishing Well Schools has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).
[Show: About Equal Balance?]What Wishing Well Schools says:
We begin teaching literature from Grade 1 with careful selection of challenging classic novels and shorts stories, as well as modern, award winning literature. Shakespeare is taught from Grade 6 to 8. Our curriculum focuses on appreciation of literature, with the deconstruction and analysis of both contemporary and classic novels and poems.
Program covers:
Subject Offered Canadian lit American lit European (continental) lit World (non-Western) lit English lit Ancient lit Social Studies
Social Studies approach at Wishing Well Schools: Core Knowledge
Wishing Well Schools has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities, Thematic approach).
[Show: About Core Knowledge?]What Wishing Well Schools says:
We teach Social Studies following the Ontario Curriculum and expand upon our curriculum by including an in-depth investigation of world events and their social/historical context. We have specialist Social Studies teachers from Grades 4 to 8.
Humanities and Social Sciences
Humanities and Social Sciences approach at Wishing Well Schools: Equal Balance
Wishing Well Schools has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).
[Show: About Equal Balance?]What Wishing Well Schools says:
Humanities and Social Sciences are taught following the Ontario Curriculum while also supplementing the curriculum with resources that investigate current events and globalization. Project Based learning and deeper investigation is used to further explore the issues that effect the world, lending students an understanding of their place within it.
Foreign Languages
Foreign Languages approach at Wishing Well Schools: Equal Balance
Wishing Well Schools has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual, Communicative approach).
[Show: About Equal Balance?]What Wishing Well Schools says:
French is taught from age 3 to Grade 8. Our French teachers are classically trained and speak European French, providing students with the diction and fluency required in advanced courses of language in Secondary School and University. Our students are confident, fluent speakers and enter Grade 9 far ahead of their peers.
Language instruction offered in:
Subject Offered Chinese-Cantonese Chinese-Mandarin French German Greek Italian Japanese Hebrew Latin Russian Spanish ESL Fine Arts
Fine Arts approach at Wishing Well Schools: Equal Balance
Wishing Well Schools has an Equal Balance approach to Fine Arts (as opposed to Receptive, Creative approach).
[Show: About Equal Balance?]Program offers:
Subject Offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts Visual studio philosophy:
Expressive Disciplined What Wishing Well Schools says:
We believe that the arts are as important as Language and Math and lend students the ability to become truly well rounded individuals. The ability to perform with confidence, analyze artistic pieces fluently and create art and media with freedom of expression are all embedded within our curriculum.
Computers and Technology
Computers and Technology approach at Wishing Well Schools: Medium integration
Wishing Well Schools has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).
[Show: About Medium integration?]What Wishing Well Schools says:
In our Elementary program, we have a 1to1 iPad program and we are fortunate to have many opportunities to integrate technology into our curriculum. This technology is used to enhance the pedagogy and is curriculum driven. We teach coding from Grade 1 and Computer Science in Grade 7/8.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What Wishing Well Schools says:
We believe that Physical Education is the key to success. We have a mandatory 20 minute whole school DPA every morning and three to four gym classes per week. Our ski program is a six week program every winter and we are part of the SSAF.
Sex and health education
Sex and health education approach at Wishing Well Schools: Not Ontario curriculum
Wishing Well Schools has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).
[Show: About Not Ontario curriculum?]Approach to sex and health education:
Wishing Well Schools has a approach Fairly value-based (as opposed to Mostly value-neutral approach).[Show: About Fairly value-based?]Wishing Well Schools has a approach Traditional (as opposed to Progressive approach).[Show: About Traditional?]What Wishing Well Schools says:
We believe in teaching the curriculum at an age appropriate level and work with our families to determine suitability of content delivery.
Preschool/K Curriculum
Preschool/K Curriculum approach at Wishing Well Schools: Montessori
Wishing Well Schools has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
What Wishing Well Schools says about their preschool/K curriculum approach:
Our focus is to provide students with a stimulating and academically challenging education that is deeply committed to the Montessori principles, so that they may reach their full potential with integrity and trust.
Montessori Approach
Wishing Well Schools's Montessori approach. Learn about this school's class practices and policies as well as its curricular and teaching approach.
Toddler | Primary | Lower Elementary | Upper Elementary | Middle | |
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Age groupings How children are grouped by age for each class.' |
18 to 2.6 | 2.6 to 6 | – | – | – |
Uninterrupted work periods The longest uninterrupted work period for each class.' |
1.5 hours | 2.45 hours | – | – | – |
Tests and assignments How often students are given tests or assignments in each class.' |
Never (Orthodox) | Never (Orthodox) | – | – | – |
Graded work How often students have their work graded in each class.' |
Never (Orthodox) | Never (Orthodox) | – | – | – |
Arts and crafts The percentage of a typical student's day that is spent on arts and crafts in each class.' |
10% | 10% | – | – | – |
Overall approach
Orthodox
40% of schools
Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.
Classroom practices
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Whole-class lectures
Orthodox
Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.
Moderately orthodox
Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.
Moderately non-orthodox
Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.
Non-orthodox
Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.
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Special education
Orthodox
External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.
Moderately orthodox
External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.
Moderately non-orthodox
External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.
Non-orthodox
External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.
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Specialist classes
Orthodox
We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.
Moderately orthodox
We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.
Moderately non-orthodox
We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.
Non-orthodox
We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.
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Modern-day technology
Orthodox
Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.
Moderately orthodox
Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.
Moderately non-orthodox
Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.
Non-orthodox
Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.
Teaching assistants
This school doesn't use teaching assistants.
What Wishing Well Schools says about teaching assistants:
We have two fully qualified teachers in our classes.
Language
Learn about Wishing Well Schools's languages of instruction and enrolment.
Wishing Well Schools offers English as the primary language of instruction.
Language of enrolment include: English, Mandarin
Curriculum Pace
Curriculum Pace approach at Wishing Well Schools: Accelerated
Wishing Well Schools has an Accelerated approach to Curriculum Pace (as opposed to Standard-enriched, Student-paced approach).
What Wishing Well Schools says about their curriculum pace:
We teach one grade level ahead starting in Grade 1 following the Ontario Curriculum.
Flexible pacing style
Type | Offered |
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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 Wishing Well Schools says about their flexible pacing:
This information is not currently available.
Academic Culture
Academic Culture approach at Wishing Well Schools: Rigorous
Wishing Well Schools has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
What Wishing Well Schools says about their academic culture:
Our rigorous academic environment is further enhanced with a balanced, well planned curriculum, specialist teachers for Language, Math, Science and Social Studies and a firm foundation from the Montessori curriculum we offer. We expect our students to strive for excellence.
Developmental priorities
Primary Developmental Priority: Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Secondary Developmental Priority: Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
What Wishing Well Schools says about their developmental priorities:
We value citizenship and academic achievement. We aim to shape students into leaders of their communities, with character, grit and integrity.
Special needs support
Wishing Well Schools offers No support
Wishing Well Schools offers no/limited support for students with learning difficulties or special needs.
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Learning disabilitiesDyslexia (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.DyscalculiaThis 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.DysgraphiaThis is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.Language Processing DisorderThis 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 DeficitA 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.
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DevelopmentalAutismRefers 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 SyndromeOn 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 syndromehis is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.Intellectual disabilityThis 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 syndromeThis 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.
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Behavioral and EmotionalTroubled behaviour / troubled teensroubled 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 DepressionThis 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 anxietyThis 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 thoughtsThis involves persistent thoughts about ending one's life.Drug and alcohol abuseThis 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.
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PhysicalMultiple sclerosisThis 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 palsyhis 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 dystrophyMuscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.Spina BifidaThis 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.BlindnessVisual 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."DeafnessHearing 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 FibrosisCystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.Multiple physicalAccommodating a wide range of physical conditions and disabilities.
Read our guide to special needs schools and special education
Academic support
Type | Offered |
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Learning strategy and study counselling; habit formation | |
Extra support and minor accommodations for children experiencing subclinical difficulties |
Mild but clinically diagnosed learning disabilities
Type | Offered |
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Accommodations | |
Modifications | |
Extra support |
What Wishing Well Schools says:
Every child is unique and their strengths and skills should be determined on an individual basis.
Additional support
Type | Offered |
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Social skills programs | |
Occupational therapy | |
Psychotherapy | |
Speech-language therapy |
Gifted learner support
Curriculum Delivery: Acceleration and enrichment
There is an equal emphasis on acceleration and enrichment.
In-class adaptations
Program | Offered |
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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 Wishing Well Schools says about their gifted learner support:
We have very high standards of behaviour at Wishing Well Schools and all of our students are expected to be able to keep up with an accelerated learning pace. Given the excellent behaviour and the fast-paced learning environment, our gifted learners are easily accommodated by our pedagogical approach, which extends to all of the learners in our school.
Homework Policy
Nightly homework
In grade Gr. 8, Wishing Well Schools students perform an average of 1.5 hours of homework per night.
NS | PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
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Wishing Well Schools | 0 mins | 0 mins | 0 mins | 0 mins | 30 mins | 30 mins | 45 mins | 60 mins | 60 mins | 90 mins | 90 mins | 90 mins |
Site Average | 0 mins | 2 mins | 6 mins | 7 mins | 15 mins | 18 mins | 24 mins | 30 mins | 35 mins | 42 mins | 54 mins | 59 mins |
What Wishing Well Schools says about their flipped classroom policy:
This information is not currently available.
Report Card Policy
How assessments are delivered across the grades
Type | Grades |
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Lettered or numbered grades | Gr. 1 to Gr. 8 |
Prose (narrative)-based feedback | Nursery/Toddler to SK |
Academic achievement reporting | Gr. 1 to Gr. 8 |
Habits and behaviour reporting | Nursery/Toddler to Gr. 8 |
Parent-teacher meetings | Nursery/Toddler to Gr. 8 |
Extracurricular Activities
While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.
Sports offered
Wishing Well Schools offers 9 competitive sports and 14 recreational sports.
- Ultimate
- Badminton
- Baseball
- Basketball
- Canoeing/Kayaking
- Downhill skiing
- Football
- Gymnastics
- Running
- Snowboarding
- Soccer
- Softball
- Track & Field
- Volleyball
Clubs offered
Wishing Well Schools offers 8 clubs and extracurricular programs.
THE OUR KIDS REPORT: Wishing Well Schools
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