About Us
Wilder Learning North Durham is an alternative elementary school rooted in holistic education, nature, and child-led learning.
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Our Philosophy
These are the principles and core beliefs which guide us
At Wilder, we trust in children’s innate curiosity and joy of discovery. We believe all children are capable individuals, born with the innate drive and ability to learn.
Learning develops best when we let children grow at their own pace. Education that is forced or rushed along adult timelines can diminish children’s intrinsic motivation.
We value the whole child. Emotional, social, physical, imaginative, and intellectual development are deeply interconnected. We value and aim to build integrity, mindfulness, empathy and creativity.
We believe each child has unique gifts and our job is to help guide them on their individual path. freedom to play, explore, and make choices so they retain their curiosity and love of learning throughout their lives.
We believe nature plays a central role in learning. It offers endless opportunities for observation, curiosity, and questions, while grounding learning in lived experience. Through this connection, children develop a sense of care and responsibility for their world.
Our Approach to Learning
Our approach to learning is directly informed by our philosophy and values. Here is what learning looks like at Wilder.
A consistent daily rhythm shapes the day
Our days follow a flexible routine rather than a rigid schedule. Children begin with outdoor play and a morning gathering before moving into an extended work period. Nutrition breaks are taken as needed, respecting children’s natural rhythms. Afternoons include sustained time outdoors for forest walks and exploration, followed by quiet activities, a closing circle, and free play before pickup.
Academic skills are developed through projects, play, and nature
Learning develops through projects, practical life activities, play, and time in nature. Skills and knowledge are applied in concrete ways, for example measuring materials for a woodworking project or recording observations from a forest walk. Applying reading, writing, and mathematics in real tasks helps children understand their purpose and retain what they learn.
Educators understand, support and guide each child
Our educators prepare the classroom to invite exploration and observe carefully as children engage. They prioritise relationship-building in order to understand each child’s individual strengths, needs, and readiness. New skills are introduced thoughtfully, challenge is added when appropriate, and support is provided as needed, with space for independence to grow.
Small, mixed-age classes allow children to work at their own level
In our small, mixed-age classes, we follow an emergent curriculum. Children work at their own level, rather than progressing by grade. Skills are introduced when readiness is clear, and practiced without being rushed. Extended work periods reduce interruption and support concentration, allowing children to continue a task until finished or ready for a break.
Children choose their work and take ownership of learning
Children have meaningful choice within clear boundaries. They choose their work, follow their interests, and learn independently and in small groups. Goals are often set together with educators, with flexibility in how and when work is completed. This balance supports independence, responsibility, and sustained engagement in learning.
Progress is understood as growth along an individual path
We assess progress through ongoing observation, documentation, and conversation rather than grades. Each child’s progress is understood in relation to their own individual development and goals. Families receive regular communication and invited into collaborative discussions about strengths, growth, and next steps.
Wilder Learning’s curriculum Spotlight:
Drawing from Established Child-Centred Traditions
Wilder Learning draws thoughtfully from established child-centred traditions, including Montessori, Reggio Emilia, Waldorf, and forest school education. These approaches share a respect for children’s development, hands-on learning, and the importance of time. We incorporate elements of each where they serve children well in our context.
From Montessori, we draw on mixed-age groupings, extended work periods, practical life activities, and carefully prepared environments that support independence and concentration. Many of our educators are Montessori-trained and bring that depth of experience to their work.
From Reggio Emilia, we value project-based inquiry, close observation, and documentation that helps educators understand children’s thinking and extend learning over time.
From Waldorf education, we are influenced by a strong daily rhythm, attention to imagination and storytelling, and a respect for developmental stages.
From forest school traditions, we prioritise regular outdoor immersion and learning that is grounded in the natural world.
We are not bound to a single model or certification. Instead, we adapt thoughtfully, drawing from these traditions to create an approach that reflects our values, educators, and community.
Our Story
Every school has a beginning. Ours started with a question: What if there were a place where children could learn in a way that truly fit them?
Wilder Learning was born from that vision, and from the belief that education should grow with the child, not the other way around. Why We Started Wilder Learning
In our corner of the world, we saw a need.
Families were looking for something different. Something more holistic, more connected, and more responsive to how children actually grow and learn.
Some were doing their best to make traditional schools work, but felt their children needed time outdoors, room to move, and a pace that matched their development. Others had chosen homeschooling to shape their child’s education with intention, but were seeking community, enrichment, and trusted educators to walk alongside them.
The common thread was a desire for a school that truly centred the child. And in the northern part of Durham Region, there were very few options. We opened Wilder Learning to help fill that gap
We set out to build a place where learning feels meaningful. Where nature is part of every day. Where children learn through doing, ask their own questions, and grow at their own pace.
A place that honours childhood and supports the whole child, including social, emotional, physical, and academic growth.
Why a Nonprofit Charity
From the beginning, we knew Wilder should not be owned by any one person. We wanted it to grow with the families, educators, and board members who shape it, and to stay focused on children rather than profit.
That is why we chose to become a nonprofit and later applied for charitable status. This allows us to apply for grants, accept donations, and offer financial assistance to families who need it. More importantly, it ensures that Wilder continues to serve the community.
Finding Our Space
Finding a home for Wilder was not easy. It took over two years of searching and navigating zoning restrictions to find the right space.
We ultimately chose Port Perry because it is central to North Durham and accessible to families from Scugog, Uxbridge, Brock, and surrounding areas. We wanted families to have access to alternative education without needing to travel far.
We eventually found our home at Emmanuel Church. While we are a secular school, the church has been a generous and supportive partner. Renting space from them made it possible for us to open our doors, grow our programs, and bring this vision to life.
The Challenges We’ve Faced
Running a small independent school takes more than vision. It takes constant care, flexibility, and determination.
Like all independent schools in Ontario, we receive no government funding, so tuition and donations are our only sources of revenue. The cost of operating a school in Ontario is high. Rent, insurance, staffing, and supplies all add up quickly. Balancing these financial realities with our commitment to accessibility is a constant challenge.
Much of what we’ve built has come from the dedication of staff, board members, and volunteers who care deeply about this work. We continue to grow thoughtfully, shaping our spaces and programs in response to the needs of our community.
Our Name
Our Educators
Our staff share a profound respect for children. They blend passion and enthusiasm with understanding of child development. Their patient encouragement and thoughtful questions ignite curiosity and open children to new insights.
Lisette Dale
Founder, Principal, and Director of Curriculum
Lisette is a passionate educator with over two decades of experience in teaching and child development. She skillfully merges pedagogies such as Reggio Emilia, Waldorf, and Montessori, dedicated to Inquiry, Emergent, Experiential, and Play-Based learning. Her path has been shaped by diplomas in Developmental Service Work and Montessori (3-6 and 6-12) and an Honours Bachelor of Science in Early Childhood Studies. Lisette is also a Canadian Lifesaving Society National Lifeguard and Swim Instructor.
She enjoys connecting with nature and animals, cherishing moments with family while engaging in activities such as board games, hockey, triathlons, skiing, softball, camping, dirt biking, baking, and quality time spent with friends. Having taught hundreds of children throughout her career, she finds immense joy in granting children the freedom to learn and progress at their rhythm, guiding them toward holistic growth.
Janis Koenders
Director of Administration, RECE, Teacher
Janis has worked in education since 2005 as a teacher, administrator, vice principal and principal. She is well-equipped, with her ECE diploma, Montessori diplomas (infant and toddler), and School Administrator’s certificate. Janis is known for being nurturing, organized, and attentive to detail. She profoundly respects children and their capabilities and values individualized education that celebrates each child’s strengths. Janis ensures Wilder Learning North Durham operates at its best, nurturing each child’s potential and holistic growth.
Emily Ayres
Teacher
With nine years of expertise in child care and alternative education, Emily is deeply committed to fostering young minds. An advocate for outdoor education, she sees nature as a transformative classroom that ignites curiosity and growth. Having completed her Early Childhood Education studies at St. Lawrence College, Emily embraces collaborative learning, sharing knowledge and discoveries with children, and cultivating mutual growth. Emily enjoys mountain biking, fishing, hiking, reading and spending time with family. Rooted in a passion for learning and nature, Emily aspires to craft an inspiring educational path for future generations.
Vicky Worwood
Teacher
Vicky is an experienced and passionate educator with a B.Ed. (OCT) and a B.A. in Anthropology from Trent University. With over a decade of teaching across public and private schools, she has worked with students from Kindergarten to Grade 6 in a variety of roles, including play-based and multi-grade instruction. She emphasizes inclusive, hands-on learning and creative lesson planning to support student success.
Outside the classroom, Vicky is a private tutor, swim instructor, and active community volunteer. Raised in a rural community, she’s an outdoor enthusiast and competitive sport fisher. She is especially committed to mental health, cultural diversity, and Indigenous education, fostering a welcoming environment for all learners.
About Us
Wilder Learning North Durham is an alternative elementary school rooted in nature, child development, and curiosity-led learning.
We believe children learn best when they are known, respected, and given time to grow.
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