Reduce Cost & Your Carbon Footprint with a High-Efficiency Furnace

Reduce Cost & Your Carbon Footprint with a High-Efficiency Furnace


A furnace is the centerpiece of a home that is rarely seen and only sometimes heard. Occasionally, a quiet click, followed by a slight humming indicates that it is on, warming your home and dispelling the cold air of winter. But we rarely ever pay attention to those background noises until major problems arise and new furnace installation or repair is required.

However, furnaces account for over 60% of all energy consumption in most Abbotsford homes.Old furnaces versus mid-efficiency furnaces versus high-efficiency furnaces

In the furnace service world, there exists a method of rating the efficiency of the fuel consumption for a particular furnace. This is called the Annual Fuel Utilization Efficiency rating (AFUE). The percentage of AFUE is the amount of natural gas converted into useable energy, with the remaining percentage being pumped into the atmosphere.

Older furnaces have a rating of 60%; mid-efficiency furnaces are 78% to 84%; and high-efficiency furnaces have a rating of 90 to 97%. This means that, when you are using a mid-efficiency furnace, you are pumping 19% more greenhouse gases into the atmosphere. Also, your furnace needs to expend 19% more energy in order to heat your home. By upgrading to a high-efficiency furnace, you could cut your heating bill by 35%. However, mid-efficiency furnaces ARE more affordable.High-efficiency furnaces that will save you money

Furnace prices in Calgary can be a little bit intimidating. Luckily, in 2009 the provincial government started a new program that subsidizes residents who upgrade to an EnergyStar rated high-efficiency furnace. For more information about how you can obtain a rebate for your upgrade, visit

Hydra Plumbing and Heating offer Goodman furnace installation as well as parts and labour for up to 10 years. Since keeping your furnace efficient includes annual furnace maintenance, and furnace repair services, Right Way’s deal will keep you saving money and the environment.

The benefits of using a trusted contractor like Right Way are many – no few of which include being able to handle any problems. From providing you with furnace installation to furnace pricings, they can find the appropriate option for your home. No matter what type of furnace, be it in an floor hea system, radiant heating, electric, traditional or a Abbotsford custom furnace, plumber abbotsford bc has the expertise to diagnose any potential problems and help keep your home cozy all winter.

Finding why Partial Dentures may work for you?

Finding why Partial Dentures may work for you?


full-denturesMany dentists would recommend you to have partial dentures, for a wide variety of reasons. They tend to be removable, and are for those people, who have lost only some teeth, and do not need a complete bridge. In fact, people who cannot just have permanent dentures can also opt for this kind of dentures, because of financial reasons, and of course comfort reasons, as well. For many people, these kinds of dentures would be quite apt, because some individuals may have a lack of required teeth, which may serve as a support for the bridge for them. This particular kind of denture, especially if it is removable will not require any kind of professional help by the individual.Partial Denture Clinic Calgary:

Additional Information

Dentures removable tend to contain a set of replacement teeth, which is attached to a gum-colored plastic bases, connected by metal framework. Precision attachments, which are metal clasps or devices, allow you to attach your natural teeth with these fittings. Precision attachments are better aesthetically, since they are almost invisible. An outsider will not be able to tell that you have something unnatural in your mouth. However, the ones with the precision attachments tend to cost more than the metal ones, which is why you need to figure out the right kind according to your budget.Advantages of removable dentures

You need to understand that they cost quite less, considering that they give you a beautiful smile. After all, it is just not socially acceptable to walk into any place, with a hole in your mouth. The preparation time for partial denture is also quite less, since there is no time required to get impressions. A master cast can immediately be made from alginate impression. Furthermore, there are different shade guides available, which also allow you to find the best one, according to your teeth and gum color. They give you the confidence to walk into the room, at a lower cost. Missing teeth make people look older than their age, so if you do not want that thing to work against you, make sure that you get a denture. Your gums are also able to get rest because of these removable dentures, because you can remove them when you are at home, for example, and of course before sleeping. In addition, because of these dentures, your other teeth will not shift into other positions, which can look really bad. In fact, it can actually cost you to lose more teeth. Once you have these fittings in your mouth and you wear them regularly, this problem will be eliminated, provided that you take care of hygiene and other mouth conditions. Having a missing tooth can impair your ability to speak, because you fail to close your mouth. Because of the availability of this kind of low-cost partial removable denture, you can now eat, chew and speak properly.


These advantages are enough to persuade you to go for this kind of mouth fittings. Remember you are getting your work done, and saving your money, as well. Consult with your dentist all about calgary dentures, and make the right choice.

Parent Involvement in WCS

School, Uncategorized
What are the expectations of parental involvement in WCS?
At WCS, we celebrate and believe in the connection between student success and parent involvement, and the expectation of parent involvement in WCS is very high.  Those who are free during the day or at certain times of the year will be encouraged to spend time in the school, either as a volunteer helper for the teachers or sharing a special skill or interest such as drama, photography, architecture, current events, etc.  Although a faculty “sponsor” is required for extra-curricular groups or sports teams, parents with a specific expertise or talent to share will be welcomed to lead student activities outside of regular school hours.  In addition, parents will be encouraged to become involved with WCS through fundraising initiatives, volunteer councils, and school excursions/trips.
Will WCS have a Parent Council like other TDSB schools?
Across the TDSB, school councils are an excellent way for parents to get involved in their child`s education. Every TDSB school, including WCS, has an elected school council. Your school council is an important forum for involving all members of the school community in matters that affect the education of students. The school council is made up of an elected committee of parents, staff and student representatives, appointed community members, the principal, and a general membership which includes all parents of children attending the school. The school council advises the principal and the Board on a variety of issues and activities relating to student achievement, curriculum goals and priorities, school budget priorities, school safety, renovation plans, after school activities, and criteria for selection of new principals. Click here to read the TDSB Parent, Community, and Student Involvement Policy, which includes Operating Guidelines for School Councils.
Will extensive fundraising be required to support WCS?
In order to offer an enriched educational experience for all of our students, both inside and outside of the classroom, we anticipate fundraising will be a definite requirement.  We also believe that fundraising activities and initiatives can provide a wonderful relationship-building opportunity for parents, teachers, students and the local community.

WCS Registration Process/Admissions

School, Uncategorized
What is the admission process and key dates?
  1. First, you must attend the Whole Child School Registration Information Night on Thursday, February 5th from 7-9pm to pick up a registration package for each child you are intending to register for the 2009-2010 school year.  The location is Roden Public School located at 151 Hiawatha Road.
  2. Complete and return TDSB Registration Form and WCS Application Forms for each child you intend to register to the attention of Teresa Tafaro, WCS Principal (at Roden PS).  The last day of acceptance of forms will be Friday, February 13th.
  3. If necessary, a lottery will be held Wednesday, February 18th.
  4. Parents will be informed of their child(ren)’s placement on Friday, February 20th.
  5. Parents will be expected to accept their child(ren)’s placement by Friday, February 27th.
What happens if total applications exceed spots available for a specific grade?
All applicants for the affected grade will be entered into an Admissions Lottery.
How is a lottery administered if it is required?
The following outlines the TDSB’s administrative and operational requirements surrounding Lottery Procedure:

  • Each student who applies will be assigned a number for the lottery process.  For specialized schools and programs, each student who applies and meets the requirements for the school or program will be assigned a number.
  • The Optional Attendance Policy lists seven priority statements to be followed in the lottery process. The school implementing a lottery process must consider which priorities apply to that school. The school principal will ensure that these priorities are followed, for example, the sibling rule: if there is space all siblings may be admitted without a lottery, but if there is not sufficient space for all the siblings who have applied, it may be necessary to run a lottery of the sibling population.
  • The lottery process will be run in the school. The following people should be present for the lottery:
    • the school principal
    • the school superintendent, if possible
    • the school trustee, if possible
    • the chair of the school council (in this case, the WCS Organizing Committee)
  • A random number software package could be used to rank order the student names in the lottery. As each number is generated by the software program, the associated student name will be entered on the list. All students in the lottery will be placed on the master list. A line will be drawn on the master list after the student name that fills the last vacancy. All students above the line will be offered a placement in the school and all students below the line will be placed on the waiting list. As students above the line decline acceptance, students below the line will be offered the available spaces. Should a random number software package not be available, some other form of random selection must be followed.
Is there a sibling policy?
Siblings will automatically be accepted as per the TDSB sibling policy.
My child will not be old enough to register for WCS for the 2009-2010 school year. I’m wondering if there is a waiting list for future admissions?
There are no advance waiting lists for WCS. Each year, an Information/Registration Night will be scheduled for the upcoming school year and parents will be invited to attend, learn more about the school and pick up a Registration Package for any new students who want to be registered for the upcoming school year. Based upon total applications received for that upcoming year, decisions will be made about Grade Lotteries and Waiting Lists at that time. This, however, will only be conducted on a year-by-year basis.
Do I need to provide supporting documentation with my application at this time?
At this time, applications are being accepted without the supporting documentation — you need only submit the forms in the registration package. Should you be offered a placement at WCS, the supporting documentation will be requested.
What are the school hours for dropping off application packages?
Office hours are 8am to 4:30pm – come in via Hiawatha doors
Except for this Friday (Feb 13), 9am to 12pm – come in via Hiawatha doors
This Friday, after 12pm – come in via Ashdale doors and place in drop off box. These doors will close at 6pm.

Other Questions

School, Uncategorized
Will there be accommodations made for students with special needs?
WCS is classified as an alternative or ‘optional attendance’ school.  As such, it is not likely that we will have the funding for a special needs program. For children who require a special needs program, WCS will not be an appropriate choice. If your child has special needs and can function in a classroom, then WCS should be a viable option.
Will a school bus be available to transport students to WCS?
The TDSB at this point in time does not provide busing for alternative (optional attendance) schools. However, there may be opportunities to explore other alternatives once the school community is formed.  This is an initiative that we will table once the School Registration process is complete.
What is the WCS policy regarding homework?
We will follow the TDSB revised homework policy.
How will student performance/progress be measured and reported?
WCS will follow the TDSB reporting procedures. Reports will be housed in the student’s files and parents can see reports by request. We will discourage sharing the TDSB grade-based reports with students. We will also provide a holistic assessment and evaluation of each student’s progress. Holistic reports will be anecdotal and identify the progress and skills development of the student.
Is there a plan to have any committees/boards in place to oversee operation of WCS?
In addition to the elected school council, mentioned previously, the Organizing Committee of Whole Child School is delighted to currently be working in partnership with a fully constituted Advisory Board of leading professionals and educators in the holistic field. WCS is honoured to be collaborating with Professor John P. Miller of the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education of the University of Toronto. Prof. Jack Miller is a highly recognized expert in the subject of holistic education; and, as a member of the WCS Advisory Board, he has assisted us in identifying and inviting other leading experts to join this initiative. The criteria for Advisory Board membership has been designed to provide the best possible mix of holistic education skills, expertise, and experience.The role of the Advisory Board will continue to be one of reviewing and endorsing the holistic curriculum of the school and providing objective input and guidance to the WCS School Council.

Press release for Whole Child School information night


We sent out the following press release to the media today, with the headline, “New Toronto Alternative School: Whole Child School Prepares To Open in Fall″

The Whole Child School (WCS) organizing committee is proud to announce the registration and information night for this new alternative school, expected to open in the fall, in Ward 15 (Toronto-Danforth).

WCS will be located within Roden Elementary School, which has a current student population of 300, and whose principal Teresa Tafaro, will be shared with WCS. On Thursday February 5th, an Information Night will be held in Roden’s school gymnasium, at 151 Hiawatha Road, from 7:00pm to 9:00pm. Attendance is mandatory for any parents who wish to apply for the School term, as registration packages will be given out, and will not be available elsewhere. Further details around curriculum and pedagogy will be shared, and childcare, school resources and fundraising are some additional topics that will be covered. Tours will also be offered following the presentation.

Whole Child School believes that a new set of skills is necessary in order to address many current social, political, environmental, and economical issues. These skills include imagination, openness, collaboration, adaptability and flexibility. Because education plays a key role in preparing children to become engaged citizens, WCS believes that it is time to rethink how they are taught.

WCS will use innovative teaching methods to nurture and educate children in a multi-cultural, urban environment. Academic excellence will be achieved through an arts-integrated and experiential-learning curriculum. The learning approach, informed by holistic philosophies such as Waldorf education and inquiry-based learning, addresses the whole child – their intellectual, physical, psychological, emotional, interpersonal, moral and spirited potentials.  This approach ultimately promotes the development of healthy, responsible, creative human beings.

HTML clipboardA great deal of research and planning has gone into this process, which began with a Letter of Intent and a School Proposal to the TDSB. Last year, progression of the application lead to the development of a “Day in the Life” piece, and a series of TDSB reviews. The success of this application process has been long awaited and well deserved.  Above all, it has opened up a whole new world of wonder and possibility to the children of Toronto’s Public Schools.

A Day in the Life

A Day in the Life



This document is primarily intended to convey to Parents how a typical spring day might unfold at Whole Child School. By walking Parents through the main events and rhythms of the day we hope to give you a clear idea of how some of the holistic principles identified for WCS will be put into practice. (For an overview, see Principles for Teaching and Learning at Whole Child School).

This document also contains two additional short sections:

A partial list of differentiators that we believe will distinguish Whole Child School from other schools
A preliminary list of some of the expectations that we believe will underpin the Parent relationship with   Whole Child School

Your comments on this document are welcomed. This document was authored by members of the Whole Child School Organizing Committee. Please contact Stephen Davies or Deb Adelman with your comments.
A Day in the Life of Whole Child School


A day in the life of the Whole Child School (WCS) involves supportive parents, exceptional teaching methods and a customized holistic curriculum. What is holistic education? Ron Miller, well known in the field, defines it as follows:

Holistic education is based on the premise that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to spiritual values such as compassion and peace. Holistic education aims to call forth from people an intrinsic reverence for life and a passionate love of learning. This is done, not through an academic “curriculum” that condenses the world into instructional packages, but through direct engagement with the environment. Holistic education nurtures a sense of wonder.

Perhaps the most important words in that paragraph are “reverence” and “wonder.” WCS and TDSB have visions that engage children’s minds, hearts and wills. Let’s see what this would look like during a typical day at school.

A Spring Day in the Life of WCS

8:45 to 9:00 a.m.

On this morning, three teachers are on yard duty, one teacher from WCS, one from the partner school and a kindergarten teacher in the kindergarten playground. The teachers watch students from both schools play together as parents chitchat and say goodbye to the children. At 8:55, the bell rings and the grade-school children line up at assigned doors. A second kindergarten teacher joins the first, and they gently gather their students while taking attendance. WCS occupies eight rooms in the school, one for each grade [unless we have split grades] and one room for kindergarten. In 2010-2011, WCS will add a room for grade 8 and possibly another room for kindergarten, bringing the total to 10 rooms.

Inside, in the kindergarten room, the assistant or parent volunteer takes the attendance sheet to the office, which is buzzing with activity, as it usually is first thing in the morning. Here, the main office supports both schools, with: (1) a principal and office administrator for the partner school; and (2) an WCS office administrator who reports to the principal and who oversees the safe-arrival program, books occasional teachers, controls petty cash, orders supplies for WCS, and so on.


Meanwhile, the grade 2 children walk to their classroom, remove coats and outdoor shoes and go through the morning ritual of preparing for class. Inside, the children immediately find a partner and begin the first task of the day, Peer Listening Pair, which they do every day, picking a new partner each day. One child partners with the teacher. In pairs, everyone shares feelings, thoughts, and stories – whatever they like — for about a minute. The children have been learning how to listen to one another and they “practice” during Peer Listening. This is one of the many activities and routines that contribute to a strong sense of community inside the classroom. After Peer Listening, the students stand in a circle to sing O Canada. (Down the hall, you can hear the grade 5 class playing O Canada on the recorder.) After the anthem, the teacher takes attendance and sends two children to the office to drop off the sheet and pick-up the announcements. After the children return to class, they take turns reading the announcements: choir practice at lunch and WCS staff meeting after school. Another student reviews, with the class, the schedule for the day.

Afterwards, they continue singing, the teacher adding two or three songs they’ve learnt and transitioning the children to the next lesson, which is a math poem accompanied by movements. In a hushed voice, the teacher starts to tell the story about the Kingdom of Jewels, and the children become silent, because they know this story, one that the teacher began a couple of days ago. What they don’t know (consciously) is that they are solidly in the math block now. Teaching through narrative is part of WCS’s vision, one of ten key principles.

“A queen and her small army are threatening to take over the Kingdom of Jewels,” the teacher announces, beginning a story about who will win the kingdom. Ultimately, the children must help a character during a quest.

“What’s a quest?” asks a child.

“It’s a search,” the teacher replies. “We’re going to look for jewels today.” The children will find and count all the jewels in the kingdom — a big quest! — And the children can do it if they help each other.

“This is what happened,” the teacher continues, providing details as the plot unfolds, leading to a hands-on math activity. The children must find all the jewels, which are hidden in the room (the Kingdom). After the children collect hundreds of jewels, the teacher organizes children and jewels so that the counting can begin. There is only one rule: no counting past ten. All jewels must be bagged in groups of ten, and all the bags must, in turn, be grouped in boxes, to a maximum of ten boxes. One child forgets and puts eleven jewels in a bag. Another forgets what to do with the boxes. Children help them.

It will take a couple days to bag and box the hundreds of jewels, but, in the end, a quick scan of boxes, bags and single jewels will provide an exact number – and the children will have saved the kingdom while learning about place value. The imaginative, playful and childlike way that the math concept is taught reflects how most new concepts are taught at WCS. The teachers introduce academic concepts (place value for example) only after most of the children become comfortable with the practice (counting jewels in tens).

This is the first lesson, the “main lesson,” of the day, a time when teachers introduce new concepts in science, social studies, language arts and math. The lessons build from day to day for three or four weeks. Woven throughout are connections to other academic subjects, for the Kingdom of Jewels reaches science, drama, visual arts and music – a trans-disciplinary approach to teaching.


At 10:30, the grade 2 children prepare for morning recess, and five minutes later, the bell rings and they walk to the yard. Children from both schools go out for recess at the same time, and teachers from both have recess duty. Two children who are wearing orange vests are “peer leaders;” they are in grade 6 and were trained in conflict mediation. During a conflict, WCS children can take their conflicts to a peer leader or to a teacher. Children from the partner school sometimes approach the peer leaders for help. Today, a WCS parent shadows the grade 6 peer leaders, helping with their conflict-resolution skills.

Parent volunteers are an important part of WCS. They have many opportunities to get involved in WCS kindergartens and primary and junior classrooms — reading with children and helping during arts programs for example. Building a community in which each student and staff person is known and valued by all is central to WCS.


The bell rings at 10:50, and children follow the same entry routine as in the morning. Teachers transition children from grades 1, 2 and 3 into their usual “multi-age groups” for language arts activities. Multi-age groups involve older children reading with younger children for example, with teacher support. The groups began weeks ago in the three classes and are an integral part of the WCS school day. Each multi-age group contains approximately a third of the class from grade 1, a third from grade 2 and a third from grade 3, depending on children’s learning needs. All three teachers have already identified the learning needs of each student and divided the children into one of three groups.

If you were to peak into the grade 1 classroom, where one of the multi-age groups is working, you would see a “peer teacher,” a grade 3 student, leading a group of four students from various grades. This tiny group would be one of four in the room (12 in total for the three classes). The groups would be working on reading skills, with each group quietly reading from a set of leveled readers. One group is tackling phonemic awareness while another focuses on semantics, each developing a different reading skill and none aware of all these academic terms.

Meanwhile, back in the grade 2 classroom, the teacher has divided the multi-age children into groups for spelling games and writing exercises. One group is playing the short vowel game that teaches the children how to recognize short vowels within words. Another group is brainstorming word families for the word-family town that they are building. A third group is playing the story-making board game. This game sparks ideas for journal writing. The fourth group is choosing words for a spelling test, and they will later challenge one another to a spelling bee. Spelling tests have become a game.

In the grade 3 room, each multi-age group is reading a different children’s novel. One child from each group has been assigned the task of writing comprehension questions for the chapter (with teacher support), questions that their group will answer at the end of the chapter. This class is gradually building the skills to later participate in literature circles, which are groups of children who discuss aspects of a novel.


The WCS students who remain at the school for lunch will eat with the rest of the school’s students, following the same routines for lunch recess.

12:45- 2:20

After lunch, the grade 2 class gathers in a school garden. One of WCS’s ten key principles is experiential education, and the garden is an example of a hands-on activity that’s experiential, engaging and fun when children grapple with new concepts. Parents have been helping with the garden and an organic farm that WCS has adopted nearby. WCS classes learn and work on the farm during field trips. Today, two parents help with the garden. The teacher has spread some funny-looking things on the grass and soil: tubes, connectors, pails and a pile of gadgets that have caught the children’s attention.

“What’s that hose for?” asks one student.

“That’s for the frog,” replies the teacher.

And so begins a story about a frog and a toad that are in charge of watering the school garden… until, one day, the frog got tired of watering and drenched his friend with the hose. Toad was not pleased. The children laugh, but one of them says that frog should not have sprayed toad. The teacher agrees, and explains that after frog and toad had a fight and patched up, they decided that there must be a better way to water the garden.

The children offer suggestions: a pail, a sprinkler, a shower of rain, a stream of water flowing downhill perhaps… With each suggestion, the teacher adds details about water, part of a science unit about energy from water and wind. At some point, the teacher, parents and children decide on the easiest and best way to water the garden – and they begin to put the plan into action.

“What happens if you stop the flow of water in the hose?” asks the teacher.

This is one of many questions that the teacher has prepared to ask the students. It encourages the students to inquire about water and its relationship to energy. The children experiment with the hose. A few make a dam.

Towards the end of the lesson, the grade 3 class joins them. They have brought out their seedlings and are preparing to plant them today. The grade 2 children excitedly describe the different ways to water the garden – and the organic farm.

Over the months, in the process of digging, watering and tending the garden, the students learn more about the earth – not only environmental problems, such as water and soil pollution, but just as importantly, how we are fundamentally embedded in the natural processes of the earth, another of WCS’s principles, one that overlaps with TDSB’s goals in this area.


Afternoon recess is similar to the morning one. Some teachers take the opportunity to go to a resource room, which both schools share — readers, math manipulatives, science manipulatives… More access to resources is one benefit of two schools working together. Teachers sign out the resources on a sheet in the resource room, so that the coming and going of resources is tracked. One WCS teacher oversees the sign-out sheet and the room.


This afternoon, in the grade 2 room, the students continue with their recorder and singing lessons. Both schools share the same music teacher, who follows the TDSB’s music curriculum, which is a mix of Orff and Kodaly methods.

“Will we play in front of the school?” asks one of the grade 2 students.

“If we want to,” the teacher says.

“Can we present the French folk song and dance?”

The end of the day is a good time to get a glimpse of WCS. Walking down the hall, you can hear the grade 2 children singing a French folk song. The grade 4 class is in the gym playing a yoga game. One of WCS’s principles is developing the body-mind connection through movement and awareness techniques, and yoga is one of the many activities practiced.

Once a month, the school assembles at the end of the day to share what they have learnt. Or they gather simply to celebrate a cultural or seasonal festival.

3:30 Dismissal is the same as rest of the school

After 3:30

WCS parent committees meet after school or at lunch. As in many TDSB schools, the committees work in partnership with the teachers to enrich the curriculum through field trips, open houses, parent–teacher conferences, ecological-literacy committee, community-appreciation events, choirs, and parent-teacher events, such as volleyball games or potlucks.

The Parent Council, especially the head of the council, is responsible for addressing concerns that parents might have about WCS and channeling concerns to the appropriate people.
Differentiators meaningful for teachers, parents, students and the principal

School property

WCS classrooms occupy a separate floor or section of the school except for the kindergarten, which is in the kindergarten wing.
The bulletin boards are filled with WCS artwork: water-colour paintings of plants from a grade 3 biology unit; pencil-crayon sketches of animals from a grade 4 lesson about mammals; and drawings of cubes, spheres and pyramids from a grade 5 math block.
A hallway wall is covered with a huge quilt, called Images of Canada, pieced together by students and parents. This is an example of one of the many craft projects in the school.
It is typical to hear students and teachers in their rooms singing, playing recorder and reciting poetry or plays.
In the fall and spring, students, parents and teachers can be seen tending the garden.
In every classroom plants grow that the children have potted, watered and tended. Parents play a key role in the plant program.


The WCS administrator is the face of the school for parents, teachers and students.
Teachers may stay with the same group of children for two or three years.
Teachers memorize, tell and re-tell some stories rather than read them from books, creating an oral storytelling feeling among children
Teachers work as a team to deliver a holistic curriculum to all grades.
WCS teachers have specialized training in one or more of the following areas: music, visual arts, drama, outdoor/environmental education programs, storytelling and/or taught or trained in a holistic approach to education.
The principal’s responsibilities with relation to WCS are the same as for other teachers: hires and evaluates WCS teachers; meets monthly with WCS Parent Council; signs off on report cards; oversees correspondence to parents; approves schedules for duty, prep coverage and staffing; and other leadership duties.


Students assess their progress and identify areas for continued growth. Children are encouraged to set their own educational goals through a learning contract system.
Students contribute toa portfolio that follows them through their time at the school. They put their best work into these portfolios.
Student leaders in the schoolyard wear orange vests and help to resolve conflicts.
Community building is central to WCS. Classes have routines and rituals to support this.
Students learn in age-specific and multi-age groups.
Children move in the classroom for hands-on activities, group work, movement activities and music rather than always sitting at desks.
Peer teaching; children teach children.


Parents work with teachers to help with ecological, visual-art and other projects in the school.
Parents are strongly encouraged to join one of our four committees: Ecological Literacy, Arts, Festivals and Fundraising, Math and Science (development of inquiry-based learning).

Expectations that underpin relationship with parents

Parents have many opportunities to volunteer and are strongly encouraged to volunteer in WCS classrooms. Volunteering in the classroom will depend on the needs of each teacher. Teaching doesn’t flow from the top down in WCS; parents and teachers exchange ideas and support each other to a great degree.
Parents are expected to play an active and supportive role in all aspects of the school.
The curriculum will be reviewed and endorsed by a team of educational experts in the field of holistic education. In addition, the curriculum will align with the Ontario Ministry of Education guidelines.
WCS runs what is essentially an enriched music program and shares the music teacher with the partner school, with primary and junior choirs. It will run a musical performance once a year. All these programs will be open to students from both schools.
WCS runs an enriched visual arts and drama program. On Thursday afternoons, students, parents and teachers participate in the “Thursday afternoon project,” which could involve the entire school. Each child chooses from a wide range of craft and art projects.
Field trips, nature hikes, camping, farming, biking are some examples of our outdoor education program.
Both schools share other special staff – the librarian and physical education and French teachers.
TDSB alternative schools do not offer special education and additional support resources for students.
WCS’s approach to assessment and evaluation: see WCS Assessment Approach document
Entry into WCS is done by a lottery system. 1/4 of the spots will be reserved for children under our equity policy. Any openings for grades SK-8 will be done by the order they are on the wait list. Families who do not get a spot through the lottery will be placed on a wait list, but you must contact us again in the fall to confirm your desire to stay on the list.
The Advisory Board meets monthly: WCS has brought together a team of experts in holistic education who are committed to supporting WCS in as we bring this expression of holistic education into the public system.

Whole Child School Winter Festival

Whole Child School Winter Festival


Here are the promised details on our Winter Festival on November 30th,
from 2 to 4 pm at the Withrow Park Clubhouse.

This will be a social gathering for the Whole Child School community
to get to know each other a little better. And, of course, there will
be an information table where you can find the latest materials and
ask questions.

There will be a craft table where all ages will make beautiful paper
lanterns, as well as other craft and painting activities.

And we will have storytellers and musical performers.

[Edit: The schedule of performers has changed from what was originally posted here]

Throughout the afternoon we will have music from the Polka Dots and stories told by accomplished storytellers Harriet Xanthakos, Erica Webster, Sally Jaeger, Carol Ashton, and Wendy Tinkler. The Polka Dots will start things off and return at other points in the program.

You can find a copy of the poster at the following link if you want to
post it somewhere (or see what a paper lantern look like).

Those of you who use Facebook or Twitter and prefer to get your
reminders about upcoming events that way can use the following links

Our Facebook page:

The Whole Child School Winter Festival on Facebook Events: